Estilo cognitivo en la dimension de dependencia-independencia de campo de estudiantes universitarios del área de Manizales / Cognitive Style in the Field Dependence-independence Dimension of University Student from the Manizales Area

Resumen El presente artículo reporta un estudio que busca identificar el estilo cognitivo en la dimensión de independencia-dependencia de campo en una población estudiantil universitaria y establecer sus asociaciones con el género y la carrera que cursan. La muestra total fue de 1.379 estudiantes (797 mujeres y 582 hombres), de tres universidades del área metropolitana de Manizales, Colombia, de 18 carreras profesionales, quienes respondieron la prueba SG-EFT que permite identificar el nivel de independencia de campo. Se llevaron a cabo pruebas t de Student y análisis de varianza para examinar diferencias por género y carrera. Los resultados indican diferencias significativas en los puntajes de la prueba por carrera universitaria en independencia del género, y a su vez, se discuten en relación con resultados previos y sus implicaciones para la construcción del perfil del estudiante en cada carrera.

Abstract This paper reports a study that seeks to identify the cognitive styles, in the field independence-dependence dimension, in a university student population and to establish its associations with gender and career. The total sample consisted of 1.379 students (797 females and 582 males) from three universities in the metropolitan area of Manizales (Colombia), from 18 professional careers, who answered the SG-EFT test which measures levels of field independence. Analyses of variance and t- Student tests were carried out to examine differences by gender and career. Significant differences in the SG-EFT scores were found regarding career choice, independently of gender. Results are discussed with respect to previous findings and their implications for the construction of the student profile in each career.

Silent speech of vowels in persons of different cognitive styles / Habla silenciosa de las vocales en personas de diferente estilo cognitivo

Abstract Introduction: This research measures the differences in silent speech of the vowels / a / - / u / in Spanish, in students with different cognitive styles in the Field Dependence - Independence (FDI) dimension. Method: Fifty-one (51) adults participated in the study. Electroencephalographic (EEG) signals were taken from 14 electrodes placed on the scalp in the language region located in the left hemisphere. Previously, the embedded figures test (EFT) was applied in order to classify them into dependent, intermediate and field independent persons. To analyse the EEG data, the signals were decomposed into intrinsic mode functions (IMF) and a mixed repeated measures analysis was performed. Results: It was found that the Power Spectral Density (PSD) in the vowels is independent of the cognitive style and its magnitude depends on the position of the electrodes. Conclusions: The results suggest that there are no significant differences in PSDs in the silent speech of vowels /a/-/u/ in persons of different cognitive styles. Significant differences were found in the PSDs according to the position of the 14 electrodes used. In our configuration, the silent speech of vowels can be studied using electrodes placed in premotor, motor and Wernicke areas.

Resumen Introducción: La investigación mide las diferencias en el habla silenciosa de las vocales /a/-/u/ en español, en estudiantes de diferente estilo cognitivo en la dimensión Dependencia - Independencia de campo (DIC). Método: En el estudio participaron 51 adultos. Se tomaron señales electroencefalográficas (EEG), a partir de 14 electrodos dispuestos sobre el cuero cabelludo de la región del lenguaje ubicada en el hemisferio izquierdo. Previamente les fue aplicado el test de figuras enmascaradas EFT con el fin de clasificarlos en personas dependientes, intermedios e independientes de campo. Para analizar los datos del EEG se descompusieron las señales en funciones de modo intrínseco (IMF) y se realizó un análisis mixto de medidas repetidas. Resultados: Se halló que la densidad espectral de potencia (PSD) en las vocales es independiente del estilo cognitivo y su magnitud depende de la posición de los electrodos. Conclusión: Los resultados sugieren que no existen diferencias significativas en los PSD en el habla silenciosa de las vocales /a/-/u/ en las personas de diferente estilo cognitivo. Se hallaron diferencias significativas en los PSD de acuerdo con la posición de los 14 electrodos utilizados. En nuestra configuración, el habla silenciosa de las vocales puede ser estudiada mediante electrodos situados en las áreas premotora, motora y de Wernicke.

Efecto diferencial de un andamiaje metacognitivo en un ambiente e-learning sobre la carga cognitiva, el logro de aprendizaje y la habilidad metacognitiva / Differential effect of a metacognitive scaffolding in a e-Learning environment over cognitive load, learning achievement and metacognitive consciousness

Resumen El presente estudio analiza los efectos generados por un andamiaje metacognitivo y el estilo cognitivo (dependiente/independiente de campo - DIC) en la carga cognitiva, la conciencia metacognitiva y el logro de aprendizaje cuando los estudiantes interactúan con un entorno de e-learning. Participaron 67 estudiantes de pregrado de la ciudad de Bogotá (Colombia), divididos en dos grupos. Uno interactuó con un entorno de aprendizaje con un andamiaje metacognitivo y el otro, sin él. Se utilizó la prueba EFT para establecer el estilo cognitivo de los aprendices y con la prueba MAI se determinó la conciencia metacognitiva. Se realizó un MANCOVA para analizar los datos. Los resultados sugieren diferencias entre la carga cognitiva intrínseca y extrínseca de los estudiantes dependientes de campo debido a la interacción entre el andamiaje metacognitivo y su estilo cognitivo. Los estudiantes que interactuaron con el andamiaje metacognitivo mostraron un mayor logro de aprendizaje y una mejor capacidad de monitoreo de su proceso de aprendizaje.

Abstract The present study analyzes the effects generated by a metacognitive scaffolding and the cognitive style (Field Dependent/Independent-FDI) in the cognitive load, the metacognitive awareness and the achievement of learning when the students interact with an environment of e-Learning. 67 undergraduate students from the city of Bogotá (Colombia) participated, divided into two groups. One interacted with a learning environment with a metacognitive scaffolding and the other, without it. The EFT test was used to determine the cognitive style of the ap prentices and the MAI test established the metacognitive awareness. Data were analyzed with a MANCOVA analysis. Results suggest differences between the intrinsic and extrinsic cognitive load in field dependent students due to the interaction between the metacognitive scaffolding and their cognitive style. Students who interacted with the metacognitive scaffolding showed a greater learning achievement and a better ability to monitoring their learning process.

Relationships between motivation, cognitive styles and perception of teaching practices for creativity / Relações entre motivação, estilos cognitivos e percepção de práticas pedagógicas promotoras de criatividade

This study investigates differences between Pedagogy and Teachers' Certificate in Mathematics undergraduates, males and females, from public and private institutions with respect to motivational orientations, cognitive styles and perception of pedagogical practices for creativity implemented by their teachers, as well as relationships between these variables. Three hundred and sixty-five students answered scales regarding motivation to learn, cognitive styles, and teaching practices for creativity. Intrinsic motivation predominated in the private university students and extrinsic motivation in the public university students. The data revealed differences between courses, gender and type of university concerning cognitive styles. Private university and pedagogy students had a more positive perception of professors' teaching practices that promote creativity. Positive relationships were observed between the factors of the instrument of pedagogical practices for creativity, intrinsic motivation and nonconformist transformer style, and between the various cognitive styles and intrinsic and extrinsic motivational orientation.

Este estudo investiga diferenças entre estudantes de Pedagogia e de Licenciatura em Matemática, dos gêneros masculino e feminino, de instituições públicas e particulares quanto a orientações motivacionais, estilos cognitivos e percepção de práticas pedagógicas promotoras da criatividade utilizadas por seus professores, bem como relações entre essas variáveis. Trezentos e sessenta e cinco estudantes responderam a escalas referentes à motivação para aprender, estilos cognitivos e práticas docentes para a criatividade. Motivação intrínseca predominou nos estudantes da universidade particular e a extrínseca nos da universidade pública. Os dados revelaram diferenças entre cursos, gênero e tipo de universidade nos estilos cognitivos. Estudantes de universidade particular e de Pedagogia perceberam de forma mais positiva práticas pedagógicas promotoras da criatividade utilizadas por seus professores. Observaram-se relações positivas entre os fatores do instrumento de práticas docentes para a criatividade, motivação intrínseca e estilo inconformista transformador e entre os diversos estilos cognitivos e orientação motivacional intrínseca e extrínseca.

Influence of looming cognitive style and fear of negative evaluation on anxiety in college students / 中华行为医学与脑科学杂志

Objective To explore the effect of looming cognitive style and negative evaluation on anxiety in college students.Methods A total of 300 college students were assessed with looming maladaptive style questionnaire(LMSQ),Beck anxiety inventory(BAI) and fear of negative evaluation scale (FNE).Results (1)There was significant gender difference in fear of negative evaluation in college students (90.16±11.69 vs 97.63± 11.69,t=-2.770,P＜0.05),and there was no significant gender difference in looming cognitive style and anxiety(50.49± 11.59 vs 53.67± 11.65,t=-2.770,P＞0.05;29.82±7.89 vs 28.84±7.22,t=0.813,P＞0.05).(2) LCS were positively correlated with fear of negative evaluation and anxiety (P＜ 0.01).(3) Looming cognitive style could forecast anxiety in college students (β=0.257).Looming cognitive style and fear of negative evaluation could forecast anxiety in college students together (β1 =0.137,β 2 =0.247).(4) The meditation effects of fear of negative evaluation in total effect were 0.468.Conclusion Looming cognitive style and fear of negative evaluation are important factors influencing the anxiety of college students,fear of negative evaluation plays an important mediation role between looming cognitive style and anxiety of college students.

Logro de aprendzzaje en ambientes computacionales: autoeficacia, metas y estilo cognitivo / Achievement of learning in computer environments: Self-efficacy, goals and cognitive style

Este estudio examinó el efecto de un ambiente computacional que incorpora un módulo para activar la eficacia académica sobre la fijación de metas, la autoeficacia y el logro de aprendizaje en estudiantes de primaria, quienes aprenden a solucionar problemas con números fraccionarios de forma individual y en parejas. Se exploró la interacción de estas variables con el estilo cognitivo en la dimensión dependencia-independencia de campo (DIC). Participaron 50 estudiantes de quinto año de una institución pública. Se utilizó la prueba EFT para medir el estilo cognitivo. El registro de las metas formuladas por el estudiante y el logro de aprendizaje obtenido de las evaluaciones fueron generados en el ambiente computacional. La autoeficacia se midió utilizando la prueba MSLQ. Respecto al establecimiento de las metas de aprendizaje, el análisis MANCOVA mostró que los estudiantes trabajando en parejas se propusieron metas más altas. Se evidenció que los estudiantes independientes de campo se formulan metas más exigentes que sus compañeros dependientes de campo; sin embargo, en el logro de aprendizaje no se registraron diferencias significativas entre los estudiantes de diferente estilo cognitivo. En cuanto a la autoeficacia, no se registraron diferencias significativas entre los estudiantes que interactuaron de forma individual y en parejas.

This study examined the effect of a computing environment that in-corporates a module to enable the academic efficacy on goal setting, self-efficacy and learning achievement of elementary students learning to solve problems with fractional numbers, individually and in pairs. The interaction between these variables and the cognitive style, in the field dependence-independence dimension, was explored. 50 fifth graders of a public institution participated in this research. The EFT (Embedded Figures Test) was used to measure cognitive style. Academic achieving was assessed with the computing environment. Similarly, the goals formulated by the student were recorded in the software. Self-efficacy was measured using the MSLQ test. For the treatment of the data, a MANCOVA was performed. Results showed, higher goal setting for students working in pairs, compared to those working individually. Moreover, field independent students set more demanding goals for themselves than their field dependent peers; no significant differences were found for learning achievement between students from different cognitive styles. Regarding efficacy, there were no significant differences between students who interacted individually and in pairs. This way, it is possible to conclude that efficiency modules on the achievement of individual learning; however, self-efficacy was favored equally in individual work and in pairs.

El estilo cognitivo y la fijación de metas de aprendizaje en ambientes computacionales / Cognitive Style and Learning Goals Setting in Computational Environments / O estilo cognitivo e a fixaçÃo de metas de aprendizagem em ambientes computacionais

Objetivo. Explorar la influencia que ejerce el estilo cognitivo en la dimensión dependencia - independencia de campo sobre la fijación, ajuste y precisión de metas de aprendizaje. De igual manera, explorar dicha influencia en el logro de aprendizaje esperado en estudiantes de secundaria, durante su interacción en la resolución de problemas de triángulos rectángulos a través de un ambiente hipermedial denominado "Softri". Método. En la investigación participaron 85 estudiantes del grado décimo de un colegio oficial de Bogotá. Se utilizó el EFT para medir el estilo cognitivo. El logro académico se obtuvo a través de evaluaciones realizadas en el escenario computacional. De igual forma, las metas seleccionadas por los sujetos eran registradas por el software "Softri". Para el tratamiento de los datos se realizó un análisis Anova, el cual permite establecer la existencia de diferencias significativas en cuanto a las medias del logro de aprendizaje y la formulación de metas entre los diferentes grupos de estudiantes de acuerdo con su estilo cognitivo. Resultados. Se mostró que los estudiantes independientes de campo se fijan metas más altas, siendo más precisos con respecto al logro de aprendizajes esperados. Conclusión. Es posible establecer que los estudiantes independientes de campo poseen altas creencias de control sobre su propio proceso de aprendizaje. Probablemente, poseen un locus de control interno alto. También es viable pensar que estos sujetos, poseen altos niveles de autoeficacia académica atendiendo a que se formulan metas más exigentes. Estas conductas pueden estar asociadas a una mayor capacidad de autorregulación del aprendizaje.

Objective. To explore the influence of cognitive style, in the field dependence - independence dimension, on the setting, fixing and accuracy of learning goals, and at the same time to determine this influence on high school students' expected learning achievement during their interaction with a hypermedia environment -called "Softri"- designed for solving problems related to rectangular triangles. Method. 85 tenth grade students from a state school in Bogotá, Colombia, took part in the study. The EFT (Embedded Figures Test) was used to measure cognitive style. Academic achievement was indicated by evaluations administered by the computational environment, and the goals selected by the students were registered by the software "Softri". An Anova analysis was carried out to establish the presence of significant differences between academic achievement and goal setting for different groups of students, according to their cognitive style. Results. The results showed that independent field students set higher goals and are more accurate with respect to their expected learning achievements. Conclusion. It is possible to establish that independent field students have higher beliefs of control over their own learning process. They probably have higher internal locus of control. It is also possible for these students to have higher levels of academic self-efficacy since they set more demanding goals. These behaviors may be associated to a greater capacity for self-regulated learning.

Escopo. Explorar a influência que exerce o estilo cognitivo na dimensÃo dependência - independência de campo sobre a fixaçÃo, ajuste e precisÃo de metas de aprendizagem. Igualmente, explorar dita influencia no logro de aprendizagem esperado em estudantes de secundaria, durante sua interaçÃo na resoluçÃo de problemas de triângulos retângulos através de um ambiente hipermídia denominado "Softri". Metodologia. Na pesquisa participaram 85 estudiantes do segundo ano de ensino médio de uma escola oficial de Bogotá. Foi utilizado o EFT para medir o estilo cognitivo. O logro acadêmico foi obtido através de avaliações feitas no cenário computacional. Do mesmo jeito, as metas selecionadas pelos sujeitos foram registradas pelo software "Softri". Para o tratamento dos dados foi feita uma análise Anova, a qual permite estabelecer a existência de diferencias significativas em quanto às medidas do logro de aprendizagem e a formulaçÃo de metas entre os diferentes grupos de estudantes de acordo com seu estilo cognitivo. Resultados. Foi mostrado que os estudantes independentes de campo fixam metas mais altas, sendo mais precisos com respeito ao logro de aprendizagem esperado. ConclusÃo. é possível estabelecer que os estudantes independentes de campo têm altas crenças de controle sobre seu próprio processo de aprendizagem. Provavelmente, têm um locus de controle interno alto. Também é viável pensar que estes sujeitos têm altos níveis de autoeficácia acadêmica atendendo a que formulam metas mais exigentes. Estas condutas podem ser associadas a uma maior capacidade de autorregulaçÃo da aprendizagem.

The research of cognitive style of patients with first episode schizophrenia / 中国现代医生

Objective To explore the different cognitive styles between patients with first-episode schizophrenia and normal people. Methods We tested 42 patients with first-episode schizophrenia and 43 normal adults with Stick Frame Instrument Test(SFIT) and Embedded Figure Test(EFT). Then we compared the sum of errors of SFIT and the scores of EFT. Results①There was significant difference of scores of error between the two groups in the SFIT when the stick and the frame are in small angle(P<0.05). And the sum of errors of the two groups in statistics had significant differ-ence(P<0.05). There was no significant difference between male and female in the two groups(P>0.05). ②There was no significant difference either between nor in the two groups of the scores of EFT (P>0.05).③The sum of errors of SFIT and the scroes of EFT showed a weak negative correlation (r=-0.255,P<0.05). Conclusion Patients with first-episode schizophrenia and normal adults have different cognitive styles. In spite of that, there will be different conclu-sions by different cognitive experiments.

A influência das características pessoais do empreendedor nas escolhas estratégicas e no processo de tomada de decisão / The influence of personal characteristics of the entrepreneur on the strategic choices and the decision making process

Os pesquisadores há muito têm procurado compreender os conceitos de escolha e decisão estratégicas. Uma maneira de examinar essa questão é o recurso à abordagem das características pessoais do empreendedor. De acordo com a teoria dos modelos mentais, não há similaridade na maneira como diferentes empreendedores percebem o ambiente de negócios e no modo como fazem escolhas e tomam decisões. O elo que se estabelece entre os modelos mentais e as escolhas e decisões estratégicas pode ser um dos fatores predominantes a induzir diferentes empreendedores a ter percepções variadas diante de um mesmo ambiente de negócios. Este ensaio tem por objetivo discutir essa ligação por meio da abordagem teórica dos modelos mentais e sob a ótica dos temperamentos. Como resultado da análise, concluiu-se que o modelo mental do empreendedor - operacional ou estratégico - pode explicar suas escolhas e decisões estratégicas. Conhecer seu modelo mental pode ajudar o empreendedor a evitar, ou reduzir, obliquidades geradas na análise estratégica do ambiente de negócios e a favorecer a superveniência de escolhas e decisões estratégicas mais efetivas.

Researchers have long attempted to understand the concepts of strategic choices and decisions. One way to analyze this issue is to approach it through the personal characteristics of the entrepreneur. According to the theories of mental models, there are differences in the way entrepreneurs perceive the business environment and make choices and decisions. The connection between mental models and strategic choices and decisions may be one of the main factors leading different entrepreneurs to different perceptions when facing the same business environment. This study aims to discuss this connection through a theoretical approach to the mental models, from the perspective of the temperaments model. The authors conclude that the mental model of the entrepreneur - operational or strategic - may explain their strategic choices and decisions. An understanding of the entrepreneur's mental model can reduce or prevent biases in the strategic analysis of the business environment and promote a more effective process of strategic choices and decisions.

Mediating Effect of Challenging Work in the Relationship between Cognitive Style and Creative Action in Clinical Nurses / 간호행정학회지

PURPOSE: The purpose of this study was to identify the relationship among cognitive style, creative action, and challenging work and then determine whether challenging work has a mediating effect between cognitive style and creative action. METHODS: Data were collected from a convenience sample of 275 clinical nurses who graduated from 3-year nursing schools and worked in hospitals in Seoul or Kyungki Province. The questionnaire included measurements of cognitive style, creative action and challenging work. Data were analyzed using descriptive statistics, correlation, T-test, ANOVA, Duncan test, and hierarchical multiple regression. RESULTS: Mean scores for cognitive style, creative style, and challenging work were 3.28+/-0.42, 3.22+/-0.57, 3.40+/-0.63, respectively. Significant correlations were found between cognitive style and challenging work, cognitive style and creative action, and challenging work and creative action. Cognitive style was significantly different according to years in clinical career, and in hospital size. Challenging work was significantly different according to age and position. Creative action was significantly different according to years in clinical career. Finally challenging work had a mediating effect between cognitive style and creative action. CONCLUSION: Findings from this study provide a comprehensive understanding of challenging work for clinical nurses and indicate related factors and importance.

The cognitive strategies and emotion regulation in high cognitive risk to depression undergraduate students / 中华行为医学与脑科学杂志

Objective To screen out the individuals at high cognitive risk by using the weakest link theory,and explore the characters of the cognitive emotion regulation.Methods 600 undergraduate students were tested with cognitive style questionnaire,general social and academic hassles scale,center for epidemiologic studies depression scale,and cognitive emotion regulation questionnaire.Results There were significant differences between individuals of high and low cognitive risk in self-blame (13.32 ± 2.12) vs (12.45 ± 2.27),rumination,catastrophizing,blaming others,positive refocusing and positive reappraising.Catastrophizing,generality,rumination,positive reappraising,stress,self-blame,and self could predict 34.2％ of depression.Conclusion There are differences between individuals of high and low cognitive risk in cognitive emotion regulation.Catastrophizing,generality,rumination,positive reappraising,stress,self-blame,and self are the main predictors of depression.

A research on a preference of emotional memory in different cognitive style of undergraduates / 中华行为医学与脑科学杂志

Objective To explore the preference of emotional memory in different cognitive style of undergraduates.Methods A 2 cognitive style (field independent style / field dependent style) * 3 facial expressions (positive/neutral/negative faces) mixed designs were adopted to compare the reaction time,which in the condition of stimuli presentation time 500 ms in field independent and dependent participants (n =25,respectively).E-Prime program was used to present the stimulus and to record the reaction time and accuracy to stimuli of all subjects.Repeated Measurement ANOVA was used in the research,facial expressions (positive/neutral/negative faces) as the within group factor,and groups (stress/non stress) as between group factor.Both the main effect of each variable and the interaction effect of variables were tested.Results There were a significant difference of response time and accuracy between the field independent and field dependent college students.It was shown by repeated measurement A NOVA that the main effect(F(2,47) =4.321,P＜ 0.05)in facial expressions properties and the interaction effect(F(2.47) =3.299,P＜ 0.05)between groups and facial expressions properties were found.Further analysis showed that the reaction time to detect stimulus of positive((610.71 ± 11.26)ms)and neutral ((606.24 ± 18.27) ms) facial expression was shorter than negative ((653.17 ± 20.91) ms) faces for field independent participants (P＜0.05).Interestingly,for field dependent group,the neutral faces ((675.67 ± 21.01) ms)were faster than others (P ＜ 0.05).Conclusion Field independent students had significant advantages over field dependent students in emotional memory.

Diferencias individuales en el desarrollo de la autoeficacia y el logro académico: el efecto de un andamiaje computacional / Individual differences in the development of self-efficacy and academic achievement: the effect of a computational structure / Diferenças individuais no desenvolvimento da auto - eficácia e o sucesso acadêmico: o efeito de uma estrutura computacional

La presente investigación examina la relación existente entre autoeficacia, logro académico y estilo cognitivo de estudiantes de secundaria durante la interacción con un ambiente hipermedial para el aprendizaje de transformaciones geométricas en el plano bajo tres condiciones contrastadas: a) la presencia o ausencia de un andamiaje autorregulador en el software; b) el aprendizaje individual o en parejas y c) el estilo cognitivo en la dimensión de independencia-dependencia de campo. Participaron en el estudio 140 estudiantes de cuatro cursos del grado décimo de la institución educativa integrado de Soacha - Cundinamarca. La investigación tiene un diseño factorial 2x2x3, con grupos previamente conformados. Se realizó un análisis MANCOVA, el cual mostró efectos significativos sobre la autoeficacia y el logro académico, por la presencia del andamiaje y el trabajo en parejas.

This research examines the relationship between self-efficacy, cognitive style and academic achievement of high school students during the interaction with a hypermedia environment to learn geometric transformations in the plane under three contrasting conditions: a) presence or absence of a self-regulatory structure in the software, b) learning individually or in pairs, and c) cognitive style in the dimension of field independence/dependence. Participants were 140 tenth grade students from four class groups of a high school at Soacha, Cundinamarca - Colombia. The research used a 2x2x3 factorial design, with pre-formed groups. A MANCOVA analysis was performed which showed significant effects on self-efficacy and academic achievement due to the presence of a self-regulatory structure and work in pairs.

A presente pesquisa examina a relação existente entre auto - eficácia, sucesso acadêmico e estilo cognitivo de estudantes de secundária durante a interação com um ambiente hipermedial para a aprendizagem de transformações geométricas sob três condições contrastadas: a) a presença ou ausência de uma estrutura autorreguladora no software; b) a aprendizagem individual ou em duplas e c) o estilo cognitivo na dimensão de independência-dependência de campo. Participaram no estudo 140 estudantes de quatro cursos do segundo ano do ensino médio da instituição educativa integrada de Soacha - Cundinamarca. A pesquisa tem um desenho fatorial 2x2x3, com grupos previamente formados. Realizou-se uma análise MANCOVA que mostrou efeitos significativos sobre a auto-eficácia e o sucesso acadêmico, pela presença da estrutura e o trabalho em duplas.

Logro de aprendizaje en ambientes hipermediales: andamiaje autorregulador y estilo cognitivo / Academic achievement in hypermedia environments, scaffolding self-regulated learning and cognitive style

En el presente trabajo se examina el logro de aprendizaje de estudiantes de educación secundaria, durante su interacción con un ambiente hipermedial para el aprendizaje de transformaciones geométricas en el plano bajo dos condiciones contrastadas: (1) la presencia o ausencia en el software de un andamiaje para fomentar el aprendizaje autorregulado; y (2) el trabajo con el software en solitario o en parejas. En cada condición, se examinó la interacción entre la variable logro de aprendizaje y el estilo cognitivo de los estudiantes en la dimensión de independencia-dependencia de campo. El software fue especialmente diseñado para el estudio. Participaron 128 estudiantes de cuatro cursos previamente conformados de educación secundaria de una institución de Bogotá, Colombia. Para el tratamiento de los datos, se realizó un análisis multivariado de covarianza, que mostró efectos principales significativos y positivos sobre el logro de aprendizaje por la presencia del andamiaje, el estilo cognitivo de independencia de campo y el trabajo en solitario. Se observó además una interacción significativa que indicó que, en presencia del andamiaje autorregulador, las diferencias de logro entre los estilos cognitivos desaparecen. Los resultados son prometedores respecto del potencial del uso de andamiajes autorreguladores para favorecer, de manera equitativa, el aprendizaje en entornos computacionales.

This study examines high school students' academic achievement during their interaction with a hypermedia environment to learn geometric transformations in the plane, under two contrasting conditions: (1) presence or absence, in the software, of a scaffold for self-regulated learning and (2) individual work or working in pairs. The interaction between each condition and the students' cognitive style, in the feld dependent-independent dimension, was examined. The software was especially designed for the study. Participants were128 tenth students from 4 class groups at a public school in Bogotá, Colombia. An ANCOVA analysis was performed, which showed significant and positive main effects on academic achievement by the presence of scaffolding, field independence and individual work. Another significant interaction indicates that, in the presence of a scaffold for self-regulated learning, achievement diferences between cognitive style subgroups disappear. Results are promising regarding the potential use of self - regulators scaffolding to support, eguitably, learning in coputing enviroments.

Estilo cognitiv predominante en estudiantes unversitarios de terapia ocupacioonal de la universidad nacional de Colombia 2009 / Predominant cognitive style in occupational therapy students at the Universidad Nacional de Colombia, 2009

Antecedentes. El estudio de los estilos cognitivos se ha desarrollado desde la primera mitad del siglo XX. La mayoría de las investigaciones nacionales se han realizado con estudiantes de educación básica y media. Objetivo. Determinar los estilos cognitivos de aprendizaje predominantes en estudiantes de la carrera de terapia ocupacional, de la Universidad Nacional de Colombia, para identificar su correspondencia con las habilidades cognitivas explicitas en el programa académico. Material y métodos. Para determinar el estilo cognitivo se utilizó la prueba de figuras enmascaradas. Además, se aplicó una encuesta sociocultural y cuestionarios de auto reporte para identificar preferencias de aprendizaje y estudio. Resultados. La mayor parte de la población estudiada fueron mujeres. Cerca del 50% de los estudiantes cursaban primer semestre, el 18,9% quinto semestre y los demás séptimo semestre. En la prueba de figuras enmascaradas los puntajes promedio fueron 36,9, 33,06 y 36,51 para los estudiantes de primero, quinto y séptimo semestres, respectivamente, sin encontrarse diferencias significativas. Un porcentaje importante de los estudiantes se caracterizó por ser muy sensibles al medio y por tener un estilo cognitivo intermedio. La mayoría de los estudiantes muy sensibles al medio y los dependientes de campo habitualmente estudiaban en la alcoba, subrayaban textos y usaban internet, para estudiar. Igualmente el otro grupo usaba internet, pero no realizaba esquemas o subrayaba textos. Conclusiones. En este estudio predominó el estilo cognitivo intermedio, es decir con rasgos de ambas polaridades; en menor proporción se encontraron estudiantes totalmente dependientes o independientes de campo.

Background. Cognitive styles have been studied since the first half of the 20th century. Most research in Colombia has been carried out on elementary and secondary education students. Objective. Determining Universidad Nacional de Colombia occupational therapy students' predominant cognitive learning styles for identifying their correspondence with explicit cognitive abilities in the curriculum. Material and methods. The masked figure test was used for determining cognitive style and a sociocultural survey and self-reporting questionnaires were also used for identifying learning and studying preferences. Results. Most of the population being studied was female. Around 50% of the students were in the first semester, 18.9% in the fifth semester and the rest in the seventh semester. Average masked figure test scores were 36.9 for first semester students, 33.06 fifth semester and 36.51 seventh semester; no significant differences were found. An important percentage of the students was characterised by being very sensitive to their learning setting and having an intermediate cognitive style. Most field-dependent students who were very sensitive to their setting habitually studied in their bedrooms, underlined texts and used internet for studying. Another group used internet, but did not use schemes or underline texts. Conclusions. An intermediate cognitive style predominated in this study (i.e. having features regarding both polarities); less students were found who were totally dependent or filed-independent.

Cognitive style and learning strategies as factors which affect academic achievement of brazilian university students / Estilo cognitivo e estratégias de aprendizagem em estudantes universitários brasileiros: repercussões no rendimento acadêmico

In the present study, the influence of the cognitive style called field dependence-independence on academic achievement of Brazilian university students was explored as well as the mediating effect of learning strategies on that influence. Learning strategies of 313 first-year university students (189 women and 124 men; M age = 20.86, SD = 3.86) from different fields, with upper, medium and lower scores on field dependence-independence were assessed on a self-report questionnaire and their overall academic marks in the first year were registered. Results of a regression analysis showed that cognitive style and learning strategies significantly contributed to academic achievement. A path analysis revealed that planning strategies mediated the influence of cognitive style on achievement.

No presente estudo, a influência do estilo cognitivo dependência-independência de campo no rendimento acadêmico de estudantes universitários brasileiros foi explorada, bem como o efeito mediador das estratégias de aprendizagem nesta influência. As estratégias de aprendizagem de 313 estudantes universitários de primeiro curso (189 mulheres e 124 homens, idade M=20,86, DP= 3,86) a partir de diferentes domínios, com pontuações elevadas, intermediárias e baixas em dependência-independência de campo, foram avaliadas em um auto questionário e as suas médias globais de rendimento acadêmico no primeiro ano foram registradas. Resultados de uma análise de regressão mostraram que o estilo cognitivo e as estratégias de aprendizagem contribuem significativamente para o sucesso acadêmico. Uma path analysis revelou que as estratégias de planejamento mediam a influência do estilo cognitivo na sua realização.

Habilidades verbais e recursos imagéticos na coerência narrativa de eventos autobiográficos / Verbal skills and imagistic resources in the narrative coherence of autobiographical events / Habilidades verbales y recursos de imaginería en la coherencia narrativa de eventos autobiográficos

A qualidade da narrativa autobiográfica parece depender tanto de habilidades verbais (estilo e coerência), quanto de recursos imagéticos. No entanto, não se sabe qual o impacto de estilos cognitivos verbal/visual na evocação das lembranças que compõem a narrativa. Oitenta e dois estudantes universitários dos cursos de psicologia, letras, biomedicina e odontologia, com idades entre 17 e 54 anos (média = 22,66 anos; DP = 6,2), relataram um evento autobiográfico e responderam a questionários sobre memória autobiográfica, estilos cognitivos visual-verbal, e imaginação. Os resultados não indicaram a presença de referências visuais na narrativa autobiográfica, mas apontaram para diferenças quanto a estilo verbal, número de palavras e coerência narrativa entre grupos de estudantes (psicologia e letras versus odontologia e biomedicina). A interação entre as três variáveis foi sustentada pela correlação entre coerência narrativa e número de palavras (r = 0,769; p = 0,001), e pelos diferentes perfis narrativos entre cursos universitários.

The quality of an autobiographical narrative seems to depend on both verbal skills (style and coherence) and imagistic resources. However, the impact of cognitive verbal and/or visual styles on the evocation of memories that produce the narrative is still unclear. A total of 82 college students from different fields (Psychology, Languages, Biomedicine and Dentistry), aged between 17 and 54 years old (mean = 22.66 years, SD = 6.2) wrote an autobiographical event and answered to three questionnaires: autobiographical memory, verbalizer-visualizer, and imagination. The results did not indicate the presence of visual cues in the autobiographical narrative, but showed differences between two groups of students (Psychology and Language versus Dentistry and Biomedicine) for verbal style, number of words and narrative coherence. The interaction among these three variables was supported by both the correlation between narrative coherence and number of words (r = 0.769, p = 0.001), and by the narrative profiles among college groups.

La calidad de la narración autobiográfica parece depender de las habilidades verbales y de los recursos de imaginería. Sin embargo, no está claro el impacto de los estilos cognitivos verbales-visuales en los recuerdos que componen la narración. Ochenta y dos estudiantes de Psicología, Letras, Biomedicina y Odontología desde 17 hacia 54 años (promedio = 22,66 años, DE = 6,2) escribieron un relato autobiográfico y respondieron a tres cuestionarios: memoria autobiográfica, estilos cognitivos verbalizador-visualizador, y imaginación. Los resultados no indicaron la presencia de pistas visuales en la narrativa autobiográfica, pero evidenciaron diferencias entre los dos grupos de alumnos (Psicología y Letras ante Odontología y Biomedicina) relacionadas a estilo verbal, número de palabras y coherencia narrativa. La interacción entre estas tres variables fue apoyada por la correlación entre la coherencia narrativa y el número de palabras (r = 0,769, p = 0,001), y los perfiles de narrativa entre los grupos de estudiantes.

Adaptive Teaching and Field Dependence-Independence: Instructional Implications / Enseñanza adaptativa y dependencia-independencia de campo: implicaciones instruccionales

Cognitive styles are among the dimensions of individual differences considered particularly relevant in adaptive teaching. Field dependence-independence is one of the most heuristic cognitive style constructs and has been shown consistently to determine academic results of students, regardless of their educational level or cultural origin and the area of knowledge considered. This fact has prompted attempts to train field independence and a thriving line of investigation focused on the adaptation of instructional methods to cognitive style, which has been offering data which should be considered in educational practice. Studies made to date both on training and instructional adaptation have been gathered and synthesized in the present revision, and some general lines of action when adapting teaching to cognitive style have been extracted.

Los estilos cognitivos se encuentran entre las dimensiones de diferencias individuales consideradas relevantes en la enseñanza adaptativa. De especial valor heurístico se ha mostrado la dependencia-independencia de campo, dimensión que influye, de manera consistente en los resultados académicos de los estudiantes, al margen de su nivel educativo y su origen cultural y del área de conocimiento evaluada. Esta constatación ha inspirado intentos de entrenar a los estudiantes en las habilidades de los independientes de campo, así como una línea de investigación centrada en la adaptación de los métodos instruccionales al estilo cognitivo, que ha venido proporcionando datos que deberían ser considerados en la práctica educativa. En el presente trabajo, se sintetizan los estudios realizados hasta el momento sobre entrenamiento y adaptación instruccional y se proponen algunas líneas generales de actuación en la adaptación de la enseñanza al estilo cognitivo.

Estilo cognitiv predominante en estudiantes unversitarios de nutrición y diettética, universidad nacional de Colombia- bogotá, 2009 / Predominant cognitive style in nutrition and dietetics students, Universidad Nacional de Colombia - Bogotá, 2009

Antecedentes. El estudio de los estilos cognitivos se ha desarrollado desde la primera mitad del siglo XX. A pesar de esto, la mayoría de las investigaciones se han realizado con estudiantes de educación básica y media, encontrándose pocos estudios de educación superior y especialmente en estudiantes de la carrera de Nutrición y dietética. Objetivos. Determinar los estilos cognitivos de aprendizaje predominantes entre estudiantes de la carrera de Nutrición y dietética de la Universidad Nacional de Colombia, para identificar su correspondencia con las habilidades cognitivas explícitas en el programa académico. Materiales y métodos. Para determinar el estilo cognitivo en la dimensión de independencia-dependencia de campo, se utilizó la prueba de figuras enmascaradas. Además, se aplicó una encuesta sociocultural y cuestionarios de auto reporte para identificar preferencias de aprendizaje y estudio. Resultados. El 40,4% de los estudiantes se caracterizó por ser independientes de campo y el 33,6% dependientes de campo; los demás tuvieron un estilo cognitivo intermedio. Los estudiantes muy independientes de campo manifestaron preferir realizar actividades solamente de tipo académico. Los independientes de campo refirieron que casi siempre preferían realizar actividades artísticas y deportivas, ordenaban su sitio de trabajo antes de estudiar, casi nunca hacían resúmenes y consideraban que las clases magistrales no facilitaban el aprendizaje. Los dependientes de campo preferían escuchar música, chatear y ver televisión mientras estudiaban; se destaca que el 74% manifestó que casi siempre preparaban sus evaluaciones teniendo en cuenta sólo lo sugerido por el profesor. Conclusiones. En el estudio predominó el estilo cognitivo de independencia de campo. Ser reflexivo, analítico, crítico y creativo, habilidades explicitas en el perfil del estudiante de nutrición, se encuentran más desarrolladas por estudiantes en quienes predomina este estilo, mientras que, otras como: trabajo en equipo y sensibilidad social son predominantes en individuos dependientes de campo.

Background. Cognitive styles have been studied since the first half of the 20th century. In spite of this, most research has been carried out on elementary- and middleschool students; few studies have been concerned with higher education students, especially regarding students studying nutrition and dietetics. Objectives. Determining predominant cognitive learning styles amongst students studying nutrition and dietetics in the Universidad Nacional de Colombia so as to identify how they are may be matched with explicit cognitive skills in such academic programme. Materials and methods. The masked figures test was used for determining cognitive style in the field independence-dependence dimension. A sociocultural survey was conducted and self-reporting questionnaires were used for identifying learning and study preferences. Results. 40.4% of the students were characterized as being field-independent and 33.6% field-dependent; the rest had an intermediate cognitive style. Very fieldindependent students stated that they only preferred academic activities. Field-independent ones nearly always referred to preferring artistic and sporting-type activities, organizing their workplaces before starting to study, almost never making summaries and considering that traditional taught classes did not facilitate learning. Fielddependent students preferred listening to music, chatting on-line and watching television whilst they were studying; it is worth pointing out that 74% stated that they almost always prepared their evaluations/tests bearing only that in mind which had been suggested by the teacher. Conclusions. Field-independent cognitive learning style predominated amongst students involved in the study. Being reflective, analytical, critical and creative (explicit skills in a nutrition student's profile) were more developed in students in whom this type of style predominated, whilst others, such as working as part of a team and social sensitivity, predominated in fielddependent individuals.

A avaliação do estilo cognitivo verbal visual: estrutura fatorial do questionário verbalizador visualizador / Evaluation of verbal and visual cognitive style: fatorial estructure of verbalizer-visualizer questionnaire

Em 1977, Richardson criou o primeiro e mais utilizado instrumento para avaliar estilo verbal e visual: o Questionário Verbalizador-visualizador (QVV). O presente estudo investigou a estrutura fatorial e consistência interna do QVV, aplicado em 104 universitários. Dos três fatores encontrados, apenas um apresentou consistência teórica e empírica: o fator verbal. O fator visual talvez não tenha sido identificado devido a vieses da tarefa, pois indivíduos com maior flexibilidade de estilo cognitivo podem ter sido influenciados pela apresentação verbal dos itens. No entanto, a diferença de estilos verbais e visuais pode explicar problemas de aprendizagem e sugerir modos pedagógicos de articulação entre palavras e imagens. As pesquisas devem continuar explorando questionários e escalas, mas certamente se beneficiarão com o uso de ferramentas inovadoras, como dispositivos computacionais. Por fim, sugere-se uma revisão radical do QVV a fim de habilitá-lo à mensuração de preferências verbais e visuais.

Richardson developed in 1977 the first and most used instrument to evaluate visual and verbal cognitive styles - the Verbalizer-Visualizer Questionnaire (VVQ). The present research aimed to investigate the factorial structure and internal consistence of VVQ. The questionnaire was answered by 104 undergraduate students. A composition of three factors was found, but only the verbal factor showed theoretical and empirical consistence. It is suggested that the visual parameter may have been biased by the task, since it was presented in a verbal way. However, differences between visual and verbal styles could explain learning problems and suggest pedagogic articulations among words and images. Further research must continue investigating questionnaires and scales, but certainly they would benefit from the use of innovative tools, such as computer devices. Finally, results suggest that the VVQ should be thoroughly revised, so that verbal and visual preferences can be effectively measured.