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Peer reviewedNiaz, Mansoor – Journal of Research in Science Teaching, 1989
Investigates the effect of cognitive style on the performance of college students on proportional reasoning tasks. Reports that students having proportional reasoning can be misled by the presence of field effects and that there was a significant correlation between the test of field independence and the items of proportional reasoning. (Author/YP)
Descriptors: Abstract Reasoning, Cognitive Style, College Science, Field Dependence Independence
Peer reviewedLawson, Anton E.; Snitgen, Donald A. – Journal of Research in Science Teaching, 1982
Assessed the effect of a one-semester college biology course on the development of students (N=72) ability to reason formally and interactions among intelligence, cognitive style, and cognitive level. Includes implications for science instruction. (SK)
Descriptors: Abstract Reasoning, Biology, Cognitive Style, College Science
Peer reviewedLinn, Marcia C.; And Others – Journal of Research in Science Teaching, 1981
Examines content and problem effects of formal thought in 13-year-olds (N=120). Three controlling variables tasks with different content and two question-type tests (analysis and controlling questions) were administered. Findings, among others, indicate that content and problem effects contribute to variance on formal reasoning problems.…
Descriptors: Abstract Reasoning, Academic Ability, Cognitive Ability, Cognitive Development
