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The Relation Between Socio-Conceptual Styles and Orientation to School Requirements [microform] / Rosalie Cohen
Bib ID 5202639
Format BookBook, MicroformMicroform, OnlineOnline
Author
Cohen, Rosalie
 
Online Versions
Description [Washington, D.C.] : Distributed by ERIC Clearinghouse, 1967 
22 p. 
Summary

This study deals with the cognitive nature of educational disadvantage. It operationalizes generic requirements for school achievement, and finds them to be derivatives of the analytic conceptual style. Many children from low income homes, however, demonstrate a relational conceptual style. Conceptual styles are found to be effective predictors of academic success when common demographic variables, native ability and general information repertoires are held constant. It is suggested that conceptual styles are developed, stimulated, and reinforced in the user's style of primary group participation. By using those variables, it is possible to predict the development of new response patterns through changes in style of primary group membership, and to explain mixed and conflicting types of scores as well as polar response types. Conceptual styles are also used to distinguish between deprivation and culture difference, to comment on nonverbal tests of intelligence, and to identify cognitive components in the phenomena of good, poor, under and over achievement. (Author/KJ)

Notes

ERIC Note: Paper was presented at the 26th Annual Meeting of the Society for Applied Anthropology in Washington, D.C., May 4--7, 1967.

Sponsoring Agency: Office of Education (DHEW), Washington, DC. Bureau of Research.

May also be available online. Address as at 14/8/18: https://eric.ed.gov/

Reproduction Microfiche. [Washington D.C.]: ERIC Clearinghouse microfiches : positive. 
Subjects Underachievement.  |  Achievement.  |  Cognitive Processes.  |  Conceptual Schemes.  |  Educationally Disadvantaged.  |  Responses.
Other authors/contributors Pittsburgh Univ., PA. Learning Research and Development Center
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