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820501s1982 xx ||| bt ||| | eng d |
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|a ED223223 Microfiche
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|a ED223223 Microfiche
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| 100 |
1 |
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|a Jacobs, Ronald L.
|0 http://id.loc.gov/authorities/names/no90015901
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| 245 |
1 |
4 |
|a The Relationship of Cognitive Style to the Frequency of Proctor :
|b Student Interactions and Achievement in a PSI Course /
|c Ronald L. Jacobs.
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| 260 |
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|a [Place of publication not identified] :
|b Distributed by ERIC Clearinghouse,
|c 1982.
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| 300 |
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|a 8 pages
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| 336 |
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|a text
|b txt
|2 rdacontent
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| 500 |
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|a ERIC Note: Paper presented at the Annual Meeting of the Association for Educational Communications and Technology, Research and Theory Division (Dallas, TX, May 1982). For other papers, see IR 010 442-487.
|5 ericd
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| 520 |
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|a The relationship between cognitive style (field independence/field dependence), proctor/student interactions, and achievement of undergraduate students in a Personalized System of Instruction (PSI) course was studied. Field dependence/independence was measured using the Group Embedded Figures Test (GEFT), which measures ability to identify a simple geometric figure visually imbedded in a complex design. Three categories of proctor/student interactions were identified: (1) specific to the course activities or objectives; (2) related to the content but not directly to course activities; and (3) unrelated to the course interactions. Proctors observed and recorded student-initiated interactions. Results showed significant differences in social behaviors, but not achievement, between the two groups. Among field-dependent students there was a significantly greater tendency to obtain specific course information through social contacts initiated with proctors. The PSI course accommodated a wide range of learning styles, suggesting that social behavior may be a means of adapting to various instructional settings. (LMM)
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| 533 |
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|a Microfiche.
|b [Washington D.C.]:
|c ERIC Clearinghouse
|e microfiches : positive.
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| 500 |
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|a Microform.
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| 650 |
1 |
7 |
|a Classroom Communication.
|2 ericd
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| 650 |
0 |
7 |
|a Classroom Observation Techniques.
|2 ericd
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| 650 |
1 |
7 |
|a Cognitive Style.
|2 ericd
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| 650 |
0 |
7 |
|a Group Behavior.
|2 ericd
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| 650 |
0 |
7 |
|a Higher Education.
|2 ericd
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| 650 |
0 |
7 |
|a Interaction Process Analysis.
|2 ericd
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| 650 |
1 |
7 |
|a Interpersonal Competence.
|2 ericd
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| 650 |
1 |
7 |
|a Social Behavior.
|2 ericd
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| 650 |
0 |
7 |
|a Undergraduate Students.
|2 ericd
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| 653 |
1 |
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|a AECT Research and Theory Division Meeting
|a Field Dependence Independence
|a Personalized System of Instruction
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| 655 |
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7 |
|a Reports, Research.
|2 ericd
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| 655 |
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7 |
|a Speeches/Meeting Papers.
|2 ericd
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|a Michigan State University-Library of Michigan
|b Michigan State University
|c MSU Microforms
|d MSU Microforms, 2 West
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