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The effects of cognitive style and course content on classroom social behavior
Author(s) -
Loranger Michel,
Gosselin Denise,
Kaley Richard
Publication year - 1984
Publication title -
psychology in the schools
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.738
H-Index - 75
eISSN - 1520-6807
pISSN - 0033-3085
DOI - 10.1002/1520-6807(198401)21:1<92::aid-pits2310210116>3.0.co;2-4
Subject(s) - psychology , cognitive style , cognition , perspective (graphical) , developmental psychology , variance (accounting) , style (visual arts) , field dependence , social psychology , archaeology , neuroscience , artificial intelligence , computer science , history , physics , accounting , quantum mechanics , magnetic field , business
This study of the effects of course content and cognitive style on students' classroom social behavior utilized 29 boys experiencing academic difficulties. After completing the Embedded Figures Test, each subject was assigned to either field‐dependent (FD) or field‐independent (FI) groups. Systematic observations of the two groups' classroom behaviors in French and mathematics classes were compared using ANOVA techniques. Results showed that the social behavior profiles of the two groups were the same on 18 behavioral categories. However, consistent with previous findings, FI subjects were more disruptive than FD subjects. Variance in social behavior was due principally to course content. The interactive effects of cognitive and task characteristics on social behavior are discussed within a cognitive‐behavioral perspective.