M. Fernanda Páramo

Cognitive style and learning strategies as factors which affect academic achievement of brazilian university students

No presente estudo, a influencia do estilo cognitivo dependencia-independencia de campo no rendimento academico de estudantes universitarios brasileiros foi explorada, bem como o efeito mediador das estrategias de aprendizagem nesta influencia. As estrategias de aprendizagem de 313 estudantes universitarios de primeiro curso (189 mulheres e 124 homens, idade M=20,86, DP= 3,86) a partir de diferentes dominios, com pontuacoes elevadas, intermediarias e baixas em dependencia-independencia de campo, foram avaliadas em um auto questionario e as suas medias globais de rendimento academico no primeiro ano foram registradas. Resultados de uma analise de regressao mostraram que o estilo cognitivo e as estrategias de aprendizagem contribuem significativamente para o sucesso academico. Uma path analysis revelou que as estrategias de planejamento mediam a influencia do estilo cognitivo na sua realizacao.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.

The systems approach in developmental psychology: fundamental concepts and principles

Developmental Psychology seems to have come to an unifying theoretical framework which may make feasible to overcome the fragmentation so frequently referred to within the discipline. This is indicated by the widespread support being given to the systems approach, enriched by dialectic and contextual postulates. In this article, we briefly review the antecedents of this approach and explore its core concepts, indicating their roots and the precise way in which they are applied to developmental analyses today. We also examine the implications of the systems approach for developmental investigation, and its challenges.A Psicologia do Desenvolvimento parece ter chegado a uma estrutura teorica de trabalho que pode tornar possivel vencer a barreira da fragmentacao, frequentemente referida na disciplina. Isto pode ser verificado pelo vasto suporte dado a visao dos sistemas, enriquecido pelos postulados contextuais e dialeticos. Neste artigo, nos brevemente revisamos os antecedentes dessa abordagem e exploramos seus conceitos basicos (centrais), indicando suas origens e caminhos precisos nos quais eles sao aplicados na analise do desenvolvimento nos dias de hoje. Nos tambem examinamos as implicacoes da visao sistemica para investigacao do desenvolvimento e seus desafios.

Digits backward and the children's embedded figures test among school-age Spanish children.

This study examined whether performance on a single working-memory task (Digits Backward) was associated with scores on field-dependence-independence, as measured on the Childrens Embedded Figures Test. Four different age groups of children were tested (N = 144): 33 8-yr.-olds, 40 9-yr.-olds, 33 10-yr.-olds, and 38 11-yr.-olds. Children were classified into three groups (Field-dependent, Field-independent, and Intermediate) within each age range. Analyses of variance indicated performance on the Digits Backward was significantly higher for the children in the 11-yr.-old group than the youngest group (8-yr.-olds). Children in the Field-independent groups also had significantly higher scores than those in the Field-dependent or Intermediate groups. Theoretical and practical implications are discussed.

Field dependence-independence and career counseling : directions for research

This paper reviews relevant research concerning the utilization of Field-dependence-independence cognitive style in vocational decision-making as well as in implementation and adjustment of career choices. Need for further investigation is highlighted and how career interventions can be enriched by including cognitive style indicated. A test of cognitive styles offers complementary information to traditional career counseling but needs to be explicitly integrated into personal history, academic experiences, achievements, motivations, and vocational goals. New directions for research are offered.

Self-Regulated Learning in Female Students with Different Cognitive Styles: An Exploratory Study

In the present study, the relationship between the cognitive style called field-dependence/independence and learning strategies was explored. Acquisition, encoding, retrieval, support, and meta-cognitive strategies of first-year psychology and social education students (all women; M age = 19.2 yr., SD = 1.7) with upper and lower quartile scores on field-dependence/independence were assessed on two self-report questionnaires and compared. Field-dependent students reported greater use of some learning strategies, specifically Self-instructions, Counter-distractions, Self-questioning, Self-monitoring, and Self-evaluation. The possible mediation of cognitive style on the influence of social desirability and a failure to activate appropriate strategies on accuracy of self-reports of learning strategies are discussed. Arguments and data are presented in favour of a distinction among the association of cognitive style with a tendency and capacity to use specific strategies and the benefits and manner of their application.

Processos atencionais e dependência-independência de campo: estudo com crianças e adolescentes portugueses

The present study relates the “field dependence-independence” cognitive style to the performance on tasks involving several attention processes and resources. With a 98 Portuguese children and 95 Portuguese adolescents sample, four attention tasks were applied: storage capacity (Digits Forward Test); verbal working memory (Digits Backward Test); capacity to focus, shift, and maintain attention (Digit Symbol Test); and capacity for sustained attention (Visual Search and Attention Test, VSAT). It was also applied a factor g test for intelligence control. Results showed differences on attention processes between field-dependence and field-independence cognitive styles. These differences are more evident in the children subgroup on VSAT. These results open new research topics to explain lowest academic performance of field-dependent children.