The present study investigated whether for children with analytic-nonanalytic/impulsive-reflective cognitive styles the tendency to exhibit different types of computational errors in arithmetic are related. 198 students from Grades 3 and 6 were drawn from two school districts. Tests of cognitive style and a computation test were administered. Subjects' types of errors and cognitive styles only tentatively confirmed a relationship between the dimensions of cognitive style and types of errors.
Get full access to this article
View all access options for this article.
References
1.
BanksS. H.The relationship between the reflection-impulsivity dimension and reading errors. Unpublished Master's thesis, Ohio State Univer., 1969.
2.
BeattyL. S.MaddenR.GardnerE. F.Standard diagnostic arithmetic test (level II). New York: Harcourt, Brace & World, 1966.
3.
CathcartW. G.LiedtkeW.Reflectiveness/impulsiveness and mathematics achievement. Arithmetic Teacher, 1969, 16, 563–567.
4.
DaveyB.A psycholinguistic investigation of cognitive style and oral reading strategies in achieving and underachieving fourth grade boys. Unpublished doctoral dissertation, Case Western Reserve Univer., 1971.
5.
EngelhardtJ. M.Analysis of children's computational errors: a qualitative approach. British Journal of Educational Psychology, 1977, 47, 149–154.
6.
HoodJ. E.KendallJ. R.An analysis of oral reading behavior of reflective and impulsive beginning readers. Paper presented at the annual meeting of the American Educational Research Association, New Orleans, 1973.
7.
KaganJ.Impulsive and reflective children: significance of conceptual tempo. In KrumboltzJ. D. (Ed.), Learning and the educational process. Chicago: Rand McNally, 1965. Pp. 133–161. (a).
KaganJ.Reflection-impulsivity and reading ability in primary grade children. Child Development, 1965, 36, 609–628. (c).
10.
KaganJ.KoganN. Individual variation in cognitive processes. In MussenP. H. (Ed.), Carmichael's “Manual of child psychology.”Vol. I. (3rd ed.) New York: Wiley, 1970. Pp. 1273–1365.
11.
KaganJ.MossH. A.SigelI. E.Psychological significance of styles of conceptualization. In WrightJ. C.KaganJ. (Eds.), Basic cognitive processes in children. Monographs of the Society for Research in Child Development, 1963, 28 (2, Serial No. 86), 73–112.
12.
KaganJ.PearsonL.WelchL.Modifiability of an impulsive tempo. Journal of Educational Psychology, 1966, 37, 359–365.
13.
KaganJ.RosmanB. L.DayD.AlbertJ.PhillipsW.Information processing in the child: significance of analytic and reflective attitudes. Psychological Monographs, 1964, 38, No. 2 (Whole No. 578).
14.
RobertsG. H.The failure strategies of third grade arithmetic pupils. Arithmetic Teacher, 1968, 15, 442–446.
15.
ScottN. C.Cognitive style and inquiry strategy: a five-year study. Paper presented at the annual meeting of the American Educational Research Association, Chicago, 1972.
16.
WilsonJ. W.An epistemologically based system for classifying research and the role of clinical intervention research in that system. Paper presented at the annual meeting of the American Educational Research Association, New Orleans, 1973.
17.
WilsonJ. W.CahenL. S.BegleE. G. (Eds.) NLSMA reports: No. 1, Part A, X population test batteries. Stanford, Calif.: School Mathematics Study Group, Stanford Univer., 1968.
18.
YandoR. M.KaganJ.Effect of teacher tempo on the child. Child Development, 1968, 39, 27–34.
19.
YeattsP. P.StragG. A.Flexibility of cognitive style and its relationship to academic achievement in fourth and sixth grades. Journal of Educational Research, 1971, 64, 245–246.
