The effects of cognitive style and a supplantation technique on a picture detail recognition task taught by television

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1986
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Virginia Polytechnic Institute and State University
Abstract

The purpose of this study was to determine the effects of a supplantation technique (zoom) on field dependent and field independent learners in the teaching of a picture detail recognition task through television.

Specific research questions included: will field dependent or independent cognitive style affect the student's ability to recognize picture details presented in a television format; will the zoom television technique affect the learning of a picture detail recognition task for students classified as field dependent or field independent; is there an interaction effect between cognitive style and television presentation mode; will recall increase across four learning trials, can the zoom technique be modeled successfully in other picture detail recognition tasks by field independent and field dependent subjects; and is there an interaction effect between the learning trials and the television presentation mode?

Students were shown two videotape treatments: one under the zoom condition which acted as a supplantation device and one under a no-zoom treatment which withheld supplantation. A posttest only 2x2x4 repeated measures design was utilized. The independent variables were cognitive style, treatment condition, and learning trials. The dependent measures were four posttests measuring picture detail recognition.

Results indicate that the zoom treatment did not produce significantly higher picture detail recognition scores for either field independent or field dependent learners. Cognitive style had no significant effect on students' picture detail recognition ability in a learning task presented by television. Also, there was no significant interaction between the treatment and cognitive style. There was a significant difference in mean student performance across the four picture detail recognition tasks, as well as a significant interaction between the treatment condition and the learning trials.

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