Degree Type

Dissertation

Date of Award

1989

Degree Name

Doctor of Philosophy

Department

Textiles and Clothing

First Advisor

Jane Farrell-Beck

Abstract

Cognitive theory focuses attention on mental processes involved in learning. Cognitive theory is based on the view that the human mind interprets information and the individual is central to the learning process. There are individual differences in the ways that information is initially received into the brain. One of the problems associated with the teaching-learning process is determining how learners acquire, store, and recall information;The purpose of this study was to profile students' cognitive styles and to determine relationships among variables that may be associated with how students progress through a computer and videodisc lesson. The lesson is about historic costume. This study was to gain a better understanding of each individual's information-gathering habits and to discover possible patterns among several variables related to gathering information. This study examined the relationships among (1) nine dimensions of cognitive style, (2) students' use of three perceptual modes (visual images, written text, and audible descriptions), (3) computer attitude, (4) computer anxiety, and (5) achievement;A descriptive and correlational design was used for this study. Twenty-four variables were examined. Seventy-nine college students participated in the study;Five instruments were used to collect data: National Association of Secondary School Principals' Learning Style Profile, Computer Anxiety Index, Beliefs in Computers Scale, achievement tests, and Hypercard and videodisc lesson;Strongest cognitive skills were analytic, categorization, and spatial. Students chose visual images more often than either text or audio when learning about historic costume from a computer and laserdisc. Students with strong analytic skills were more likely to use more text and less audio than students with average analytic skills. Strong analytic skill associated with higher achievement. Students have individual cognitive styles and preferences for progressing through a lesson. This suggests that teachers should plan instruction to meet the learners' needs for effective learning.

DOI

https://doi.org/10.31274/rtd-180813-8972

Publisher

Digital Repository @ Iowa State University, http://lib.dr.iastate.edu/

Copyright Owner

Diane Kay Frey

Language

en

Proquest ID

AAI9003516

File Format

application/pdf

File Size

201 pages

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