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

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dc.contributor.authorBlevins, Thomas E.en
dc.contributor.committeechairMoore, Daviden
dc.contributor.committeememberBurton, John K.en
dc.contributor.committeememberCreamer, Don G.en
dc.contributor.committeememberCross, Lawrence H.en
dc.contributor.committeememberMoore, J.F.en
dc.contributor.departmentCommunity College Educationen
dc.date.accessioned2014-08-13T14:38:57Zen
dc.date.available2014-08-13T14:38:57Zen
dc.date.issued1986en
dc.description.abstractThe 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.en
dc.description.adminincomplete_metadataen
dc.description.degreeEd. D.en
dc.format.extentviii, 90 leavesen
dc.format.mimetypeapplication/pdfen
dc.identifier.urihttp://hdl.handle.net/10919/49989en
dc.publisherVirginia Polytechnic Institute and State Universityen
dc.relation.isformatofOCLC# 14761730en
dc.rightsIn Copyrighten
dc.rights.urihttp://rightsstatements.org/vocab/InC/1.0/en
dc.subject.lccLD5655.V856 1986.B538en
dc.subject.lcshCognitive stylesen
dc.subject.lcshField dependence (Psychology)en
dc.titleThe effects of cognitive style and a supplantation technique on a picture detail recognition task taught by televisionen
dc.typeDissertationen
dc.type.dcmitypeTexten
thesis.degree.disciplineCommunity College Educationen
thesis.degree.grantorVirginia Polytechnic Institute and State Universityen
thesis.degree.leveldoctoralen
thesis.degree.nameEd. D.en

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