• 대한공업교육학회지
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• v.30 no.1
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• pp.46-55
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• 2005

The purpose of this study is to contemplate the relationship between a cognitive styles(field-independence/dependence, Fl/D)and a technological problem solving(TPS) among the industrial high school students. When it comes to perception, remembrance and consideration, we all have our own individual and steady patterns. We call them cognitive styles. FI/D is one kind of cognitive styles and it is about how dependently we perceive the field which each object has. Custer(1995) presented the technological problem among problem solving existed in various types as organizing it with four conceptional frames, which are invention, design, trouble shooting and procedures. We tested 56students belong to B industrial high school in A city, Korea. We used Group Embedded Figures Test(GEFT) to experiment the FI/D cognitive styles. We also did the TPS test by using an appliance which a researcher has developed. The appliance was made according to the technological problem and its validity was justified by an expert. We came up with a correlation coefficient between the FI/D cognitive styles and TPS to figure out what kind of relationship those two variable factors have and how much they are correlated each other. The correlation coefficient turned out ".59" which means they have significant and positive correlation.To find out the TPS difference between FI group and FD group, we compared each group's TPS score. As a result of the analysis, the FI group's TPS score is significantly higher than FD group's one.

• Korean Journal of Child Studies
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• v.29 no.1
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• pp.339-353
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• 2008

This study examined how cognitive style in young children affects mathematical problem-solving performance. Findings showed that the types of patterns presented were linked to the degree of difficulty of the tasks and that disparity between field-independent and field-dependent in cognitive style was broader when subjects worked with more complicated pattern problems. Subjects' marks varied by cognitive style when dynamic assessment was conducted, but cognitive style made no difference in their mathematical learning capability. Cognitive style had an impact not only on the task performance of the learners but on the extent to which they were in need of help during the problem-solving process. Yet, it exercised no influence on how much progress the subjects made when fully assisted.

• Journal of the Korean Home Economics Association
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• v.44 no.12
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• pp.19-30
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• 2006

The present study investigated the effects of children's cognitive styles on their interpersonal problem solving performances. It examined closely whether children's interpersonal problem solving performances differed depending on their individual cognitive styles such as field independence-field dependence and reflection-impulse cognitive styles. It also examined whether children's interpersonal problem solving performances differed depending on the subjects children interacted with. The subjects were 80 5-and 6-year-old children from three child care centers. Collected data were analyzed with SPSS Win 10.0 and processed statistically using average, standard deviation, and repeated measures design. Children's interpersonal problem solving performances showed differed according to the subjects they interacted with. Children showed better interpersonal problem solving performances with their peers than with adults like teachers or parents. There was a significant positive correlation between children's field independence-field dependence cognitive styles and interpersonal problem solving performances. That is, the more independent children were, the higher their interpersonal problem solving performances were. In addition, there was a partially negative correlation between children's reflection-impulse cognitive styles and interpersonal problem solving performances. The more impulsive children were, the lower the problem solving performances were.

• Journal of the Korean Society for Library and Information Science
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• v.33 no.1
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• pp.49-65
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• 1999

The purpose of this study was to examine the impacts of individual factors, such as demographic characteristics, personality types and cognitive styles, on job satisfaction of university librarians. The study further investigated the relationships and interaction effects among those factors. Three independent variables examined were demographic characteristics (sex, age, year at work, and position), personality types (Type A and Type B), and cognitive styles (Held-dependence and Held-independence). The dependent varilable was the level of job satisfaction. five factors that affect the level of job satisfaction were the nature of work, salary level promotion practices, supervision style, and the relationships with co-wokers. The number of subjects participated in the study was 166 university librarians working in Pusan area. The SPSSWIN package was used for statistical analysis.

• Journal of The Korean Association For Science Education
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• v.19 no.3
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• pp.441-447
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• 1999

The purpose of this study was to explore the relationship among science process skills. mental capacity and cognitive styles of elementary students. For the study 264 fifth-grade students were sampled. The Test of Science Process Skills(TSPS) was used as a measure of science process skills. Figural Intersection Test(FIT) was used as a measure of mental capacity. Group Embedded Figure Test(GEFT) was also used as a measure of cognitive styles. The results of this study showed that the science processskills increases progressively as the mental capacity increases. The field independent students showed significantly higher(p<.05) science process skills than the field dependent ones. There was no significant interaction between mental capacity and cognitive styles on science process skills. The findings indicated that there may be evidence to argue that mental capacity and cognitive styles play a important role in development of science process skills. The present study provided a possibility of Neo-Piagetian approach in science education research, and also showed an importance of cognitive development in the performance of science inquiry task.

• The Journal of Korean Association of Computer Education
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• v.13 no.1
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• pp.9-18
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• 2010

The purpose of this study is to determine the differences in menu-layout preference for learners based on their demographics. The experiment was conducted in this manner: three class second grade and three class sixth grade elementary school students were separated by sex, grade, age and cognitive style such as field-dependent and field-independent. They were asked to choose which menu layouts they preferred or did not prefer out of 6 different types. The results of the research are as follows: First, there were no differences in sex, grade and cognitive style for preferences in the menu layout but there were meaningful differences with regard to age. Second grade students preferred map-type layout, but sixth grade students preferred the type having a main menu across the top with a sub menu in roll over. Second, there was a difference with regard to age as to what they do not prefer. Overall, the results of this study suggest that the menu layout for a learning web site on the internet needs to be different according to their age.

• Journal of the Korean Society for Library and Information Science
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• v.30 no.4
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• pp.39-60
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• 1996

A variety of searcher traits, characteristics, subject background and behaviors have been the subject of investigations exploring various hypotheses relating to searching performances. Previous studies have focused on searchers personal characteristics such as training, experience, subject knowledge, intelligence, cognitive style, attitude and searching style, Each of these factors is examined in this paper in order to find out searcher's personal characteristics affecting searching performance. Surprisingly, searching training and experience have not been found to influence searching performance. The hypothesis that intellectual ability correlates with the ability to online search seems to have little effect Various cognitive styles of searchers were tested to find out whether they relate to search results. Only FD/Fl cognitive style were found to be significant in relation to search results. Searchers showed a variety of attitudes about online searching. They revealed sensitivity toward searching charges. The attitude toward charges was reflected on the searching behavior. The sensitive searchers tend to conduct cost-effective searches, Searching styles of intermediaries were characterized as interactive and fast batch. It was found that experienced searchers prefer simple searches which do not explore the interactive capabilities of online system. In summary, previous studies have confirmed that there are apparently great individual differences among online searchers in searching behaviors as well as attitudes. But relationships between these individual differences and search performance were too weak to be significant.