James D. Williams

Coherence and Cognitive Style.

The primary hypothesis was that field independent subjects would produce discourse that would be judged more coherent than the discourse of field dependent subjects. A total of 44 subjects in their first term of college composition were selected from a group of 60 volunteers from two universities and a community college. Each subject was administered the Culture Fair Intelligence Test, the Sixteen Personality Factor Questionnaire, and the Group Embedded Figures Test. There were five research conditions: Three evoked oral responses, and one evoked a written response. A group of readers unaware of the nature of the research evaluated each response holistically, rating it in terms of a coherence scale. Coherence scores were then analyzed in relation to cognitive style classification. The primary hypothesis was supported by the data. Analysis of variance (ANOVA) indicated significant cognitive style effect, F(6,25) = 4.82, p <.0001. The correlation between cognitive style and coherence was significant, r(32) = .54, p <.002. The results suggest that cognitive style is a significant variable in explaining differences between good writers and poor ones.

Why Kids Need To Be Bored: A Case Study of Self-Reflection and Academic Performance

Abstract This case study involved 3 middle school students in an assessment of the influence of self-reflection on general academic performance. It was hypothesized that increased self-reflection would have a positive influence on academic performance as measured by grades on tests, writing assignments, and homework. The participants were ages 13.4, 13.5, and 13.8. The study covered 3 months and was divided into two stages. During the first stage (month 1), the participants kept daily logs of all activities and were asked to write in their personal journals for 15 min each day. Logs indicated that participants devoted an average of 42.2 hrs per week to watching TV, playing computer and video games, listening to music, and talking on the telephone. During the second stage (months 2 and 3), participants limited TV, computer and video games, music, and telephone time to 30 min per day; in the time made free thereby, they were to read, sit quietly, write in their journals, meet with friends, and so on, provided these activities did not include any of the proscribed activities. Two of the participants dropped out of the study within 2 weeks, stating that they could not bear the lack of electronic activities. The remaining participant succeeded in modifying her schedule, followed by improvement in overall academic performance.

Rule-Governed Approaches to Language and Composition.

Composition theory generally has ignored grammar over the past 15 years, focusing instead on what has been described as “classifications of texts and relations among writers, readers, and subject matter.” Nevertheless, composition has been and continues to be strongly influenced by the model of language that is implicit in modern grammar. This model proposes that language is rule governed and, as a result, is deterministic. Transformational-generative grammar is the most well-known articulation of the model among composition specialists. This article describes the general features of the model and discusses some of the ways it has influenced composition. After assessing the various weaknesses of the rule-governed model, the article outlines a new model of language that is being developed in cognitive science by David Rumelhart, James McClelland, and others working in parallel distributed processing. This alternative model is associational and probabilistic and is grounded in connectionist theory and research. An association model of language provides composition specialists new perspectives on writers, research, and theory. The article concludes by suggesting possible ways to reconsider the act of composing and related theories.