• 아동학회지
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• 제16권1호
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• pp.49-64
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• 1995

The purpose of this study was to investigate differences in social play, cognitive play, and social-cognitive play patterns as related to young children's field independence-dependence cognitive styles. Sixteen field independent and sixteen field dependent children were selected from a group of 79 young children with the use of Preschool Embedded Figures Test(PEFT). Their social play, cognitive play, and social-cognitive play patterns were observed. The data collected for this study were analyzed by using SPSS/$PC^+$; frequency, percentage and ${\chi}^2$ test. The results of this study were that (1) difference of social play patterns as related to young children's field independence-dependence cognitive styles was not found, (2) differences were found in cognitive play patterns as related to young children's field independence-dependence cognitive styles, and (3) differences were found in social-cognitive play pattern as related to young children's field independence-dependence cognitive styles.

• 대한가정학회지
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• 제44권12호
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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.

• 대한공업교육학회지
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• 제30권1호
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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.

• 한국문헌정보학회지
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• 제19권
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• pp.189-241
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• 1990

This study identified cognitive styles of online searchers in terms of Field Dependence (FD) and Field Independence (FI) dimension and determined whether searching performance was affected by FD / FI cognitive differences between online searchers and the extent to which searching performance was affected by the FD / FI dimension of cognitive style. This study used a quasi experimental design with 41 student subjects using the Lockheed DIALOG system and ERIC ONT AP database. Cognitive styles of student subjects were measured by using GEFT (Group Embedded Figure Test) and the subjects were divided into two cognitive groups- FD and FI based on the GEFT scores. Each subject was assigned two predetermined searches which had different search goals-a 'high precision search' and a 'high recall search.' Search performance of the two cognitive groups on the two problems was compared in order to see how these two groups responded to achieving different search goals in terms of search strategy, search inputs, and resulting search outputs. The major findings of this study were: 1. The pattern of approaching a search problem regardless of whether it was a high precision search or a high recall search was not significantly different between the two cognitive groups. 2. The FI group tended to use significantly more terms for the high recall search than the FD group but slightly less time than the FD group. However, significant differences in connect time between the two groups were not revealed. 3. For both search problems the FI group achieved a significantly higher success rate than the FD group. The FI group were significantly more successful searchers than the FD group. As for unit / cost, although the FI group were more cost effective than those of the FD group for both searches, these differences were too small to be statistically significant. 4. Mean differences of the search performance variables between the FD / FI groups were consistent across the two types of search questions. The FI group seemed to be equally effective for both types of search questions. In conclusion, the differences found in number of terms used and success rate between the two cognitive groups apparently resulted from different cognitive styles.

• 한국과학교육학회지
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• 제20권1호
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• pp.155-165
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• 2000

이 연구는 초등학교 6학년 235명을 대상으로 학생의 정보 처리 유형과 인지 양식에 따른 과학 문제 해결 정도를 알아보는 것을 목적으로 하였다. 이 연구의 결과는 다음과 같다. 첫째, 학생들은 두 가지 정보처리 방식에서 높은 점수를 받을수록 과학 성취 문항과 창의적 문제해결 문항을 잘 해결하였다. 그리고 동시적 정보 처리 검사에서 높은 점수를 받을수록 과학개념 이해 문항을 잘 해결하였다. 둘째, 학생들이 장독립적 성향이 높을수록 과학 성취 문항과 창의적 문제해결 문항을 잘 해결하였다. 그리고 과학개념 이해 문항의 해결에서는 특히 좀 더 높은 장독립적 성향이 요구되었다. 마지막으로, 정보 처리 유형에 따른 인지 양식의 분포에 통계적으로 유의미한 차이가 있었다. 학생들이 두 가지 정보 처리 방식에서 높은 점수를 받을수록 그들의 인지 양식은 장독립적 성향이 높았다.

• 한국게임학회 논문지
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• 제9권1호
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• pp.3-10
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• 2009

본 논문은 중학교 2학년 학생들을 대상으로 한국형 LOGO 프로그래밍을 사용하여 논리적 사고와 이의 하위논리에 대해 어떠한 영향을 미치는지 분석하였다. 그 결과, LOGO 프로그래밍 학습은 학습자의 논리적 사고와 이의 하위논리 신장에 매우 효과적임을 알 수 있다.