Determining Cognitive Style by Systematic Observation
Keywords:
cognitive style, learning styles, reflection orientationAbstract
The purpose of this paper is to familiarize educators and researchers with a method to develop curriculum according to the individual cognitive styles of individual students. The cognitive styles are ascertained by means of a systematic observation instrument developed and validated by this writer. The systematic observation instrument, AORO, measures the preferred way in which the student tunes into the world. This measurement is categorized as action- or reflection-oriented and is based on Jung's psychological study of extroverted and introverted types. Although many researchers have identified similar traits and have developed written diagnostic tests to determine cognitive style, AORO is the only systematic instrument designed to determine the preferred learning patterns of students.
References
Amaria, R., & Leith, G. Individual versus cooperating learning. Educational Research, 1970, 11-12, 193-199.
Beach, L. Sociality and academic achievement in various types of learning situations. Journal of Educational Psychology, 1960, 51(4), 208-212.
Combs, A. The professional education of teachers. Boston: Allyn & Bacon, 1965.
Combs, A., & Soper, D. The relationship of child perception to achievement and behavior in the early school years. Cooperative Research Project, No. 814, 1963.
Cronbach, L., & Snow, R. Aptitudes and instructional methods. New York: Irvington, 1977.
Dewey, J. The source of a science of education. New York: Liveright, 1929.
Dunkin, M., & Biddle, B. The study of teaching. New York: Holt, Rinehart & Winston, 1974.
Dunn, R., & Dunn, K. Teaching students through their individual learning styles. Reston, Virginia: Reston Publishing Co. Inc., 1978.
Fox, D. The research process in education. New York: Holt, Rinehart & Winston, 1969.
Franz, M. L., & Hilman, J. Jung's Typology. Dallas, Texas: Spring Publications Inc., 1979.
Fullan, M., & Pomfret, A. Research on curriculum and instruction implementation. Review of Educational Research, 1977, 47(1), 335-397.
Gellert, E. Systematic observation: A method in child study. Harvard Educational Review, 1955, 24-25, 179-195.
Gordon, I. Studying the child in school. New York: John Wiley & Sons, 1966.
Grimes, J., & Allinsmith, W. Compulsivity, anxiety and school achievement. Merrill-Palmer Quarterly of Behavior and Development, 1961, 7(4), 247-271.
Hall, C., & Nordby, V. A primer of Jungian psychology. New York: New American Library, 1973.
Herbert, J., & Attridge, C. A guide for developers and users of observation systems and manuals. American Educational Research Journal, 1975, 12(1), 1-20.
Hill, J. The educational sciences. Oakland: Oakland Community College, 1971.
Hunt, D., Harvey, O., & Schroeder, H. Conceptual systems and personality organization. New York: John Wiley & Sons, 1961.
Jung, C. Psychology types. Princeton: Princeton University Press, 1971.
Kagan, J. Understanding children. New York: Harcourt Brace Jovanovich, 1971.
Lawrence, G. People types, tiger stripes. Gainesville, Florida: Center for Applications of Psychological Type, Inc., 1979.
Lawrence, G., & Branch, J. Peer support systems as the heart of in-service education. Theory into practice, June 1978, in press.
Lawrence, G., & De Novellis, R. Correlation of teacher personality variables (Myers-Briggs) and classroom observation data. Paper presented at the annual meeting of the American Educational Research Association, University of Florida, 1974.
McCaulley, M. The MBTI and the teacher-learning process. Paper presented at the annual meeting of the American Educational Research Association, Chicago, 1974.
McCaulley, M., & Natter, F. Psychological (Myers-Briggs) type difference in education. Report prepared for The Governor's Task Force on Disruptive Youth, Phase II, Florida, 1974.
Mamchur, C. Development of a systematic observation instrument for measuring action orientation or reflection orientation as preferred learning patterns of children. Doctoral dissertation, University of Florida, 1978.
Medley, D. Teacher Competence and Teacher Effectiveness. Washington: American Association of Colleges for Teacher Education, 1977.
Myers, I. Manual (1962) the Myers-Briggs Type Indicator. Princeton: Educational Testing Service, 1962.
Nuernberger, A., & Lawrence, G. Personality influences in teaching and learning. Unpublished module for the Florida Educational Research and Development Program, Florida, 1974.
Rosenshine, B., & Furst, N. The use of direct observation to study teaching. In R. M. W. Travers (Ed.), Second hand-book of research on teaching. Chicago: Rand McNally, 1973, 122-183.
Soar, R., Soar, R. M., & Ragosta, M. Florida Climate and Control System. Observer's manual prepared for the Institute of Development of Human Resources, University of Florida, 1971.
Solomon, D., & Kendall, A. Final Report: Individual characteristics and children's performance in varied educational settings. Rockville, Maryland: Spencer Foundation Project, 1976.
Thelen, H. Classroom grouping for teachability. New York: John Wiley & Sons, 1967.
Wasicsko, M. A research-based selection instrument. Unpublished research report. Gainesville: Florida Educational Research and Development Council, 1978.
Witkin, H., Moore, C., Goodeough, D., & Cox, P. Field-dependent and field-independent cognitive styles and their educational implications. Review of Education Research, 1977, 47(1), 1-64.
Downloads
Published
How to Cite
Issue
Section
License
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
The Canadian Journal of Education follows Creative Commons Licencing CC BY-NC-ND.
