This study examined the relationship between cognitive style and information processing in preschoolers, and described developmental changes in their performance on a central-incidental learning task. Sixty preschoolers, in two age groups (mean ages of 4-1 and 4-11), were administered tests of reflection-impulsivity, field dependence-independence,…

Two Masters' theses, by Andrea Weiss and Melinda Welles, pursuing related questions were synthesized into a final report, "Field Independence-Dependence, Reflection-Impulsivity, and Problem-Solving Styles of Preschool Children," of which this interim report is a summary. The major purposes of both investigations were to determine: (1)…

Cognitive style refers to preferences for, or dominant modes of, information processing. Cognitive styles tend to be bipolar and less value-laden than ability or aptitude measures. Conceptualizations of cognitive style differ in the number of styles and the degree of metacognitive control over them which individuals are presumed to have. The Hill…

Describes study that was conducted with fifth graders to investigate the effects of Logo instruction on three measures of cognitive style: divergent thinking, field dependence/independence, and impulsivity/reflectivity. Treatments of the experimental and control groups are explained, and results of pretests and posttests are analyzed. (11…