5
views
0
recommends
+1 Recommend
0 collections
    0
    shares
      • Record: found
      • Abstract: not found
      • Article: not found

      Information skills, searching behaviour and cognitive styles for student-centred learning: a computer-assisted learning approach

      1 , 1 , 1 , 1 , 1

      Journal of Information Science

      SAGE Publications

      Read this article at

      ScienceOpenPublisher
      Bookmark
          There is no author summary for this article yet. Authors can add summaries to their articles on ScienceOpen to make them more accessible to a non-specialist audience.

          Related collections

          Most cited references 9

          • Record: found
          • Abstract: not found
          • Article: not found

          Field-Dependent and Field-Independent Cognitive Styles and Their Educational Implications

            Bookmark
            • Record: found
            • Abstract: not found
            • Article: not found

            Cognitive Styles—an overview and integration

              Bookmark
              • Record: found
              • Abstract: found
              • Article: not found

              The effect of cognitive style and mode of presentation on learning performance.

               G. Douglas,  R. Riding (1993)
              The effect of text-plus-text versus text-plus-picture computer presentation conditions, and the students' cognitive styles, on learning performance was investigated. In the text-plus-text condition, the learning material content described the working of car braking systems. The text-plus-picture condition consisted of text with additional pictorial information. Fifty-nine 15-16-year-old students in a secondary school were randomly assigned, within sexes, to one of the conditions. Having worked through the computer presented material, they were given a post-test overall learning performance. Immediately following this, they did the Cognitive Styles Analysis (CSA) (Riding, 1991) which measures an individual's position on two cognitive style dimensions; Verbal-Imagery and Wholist-Analytic. It was found that the Verbal-Imagery cognitive style and presentation condition interacted in their effect on overall learning performance (p < .05). In the text-plus-picture condition Imagers were superior to Verbalisers, while the text-plus-text condition Verbalisers did better than Imagers. It was also observed that Imagers used more diagrams to illustrate their answers than Verbalisers. The results are discussed in terms of their implications for instruction.
                Bookmark

                Author and article information

                Journal
                Journal of Information Science
                Journal of Information Science
                SAGE Publications
                0165-5515
                1741-6485
                July 2016
                April 1996
                July 2016
                April 1996
                : 22
                : 2
                : 79-92
                Affiliations
                [1 ]University of Sheffield, UK
                Article
                10.1177/016555159602200201
                © 1996

                Comments

                Comment on this article