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Download full textSchiano, Diane J. – 1986
Individual differences in performance on figural analogy tests are usually attributed to quantitative differences in processing parameters rather than to qualitative differences in the formation and use of representations. Yet aptitude-related differences in categorizing standardized figural analogy problems between high and low scorers have been…
Descriptors: Cognitive Style, College Students, Convergent Thinking, Higher Education
Schoenfeld, Alan H.; Herrmann, Douglas J. – 1980
Although it is commonly assumed that increases in mathematical knowledge and problem-solving skill alter one's understanding of mathematical problems, little research exists to support this assumption. The present study investigated the relationship between mathematical background and problem perception in two experiments. Experiment 1 employed…
Descriptors: Cluster Analysis, Cognitive Style, College Mathematics, College Students
Schiano, Diane J.; And Others – 1986
Performance on standardized figural analogy tests is considered highly predictive of academic success. While information-processing models of analogy solution attribute performance differences to quantitative differences in processing parameters, the problem-solving literature suggests that qualitative differences in problem representation and…
Descriptors: Cognitive Style, College Students, Convergent Thinking, Eye Fixations
