The Relationship Between Some Psychological Factors and their Effect on the Performance of Grid Questions and Word Association Tests

Mehmet Bahar · Mike H. Hansell

106 citations0/0 files storedEducational Psychology

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Learning Styles and Cognitive Differences Science Education and Pedagogy Educational and Psychological Assessments

Abstract

This paper reports: (i) the relationship between certain psychological factors (i.e. field dependence/field independence, convergence/divergence and working memory capacity); and (ii) the effect of these factors on the performance of the grid-type of questions and of word association tests in biological concepts.

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References

1977Field-Dependent and Field-Independent Cognitive Styles and Their Educational Implications 1970A mathematical model for the transition rule in Piaget's developmental stages 1973Semantic distance and the verification of semantic relations 2013Creativity and Intelligence: Brain Networks That Link and Differentiate the Expression of Genius 1981Cognitive styles: essence and origins. Field dependence and field independence.1962Creativity and Intelligence 1974Psychological Differentiation: Studies of Development 1999Investigation of students' cognitive structure in elementary genetics through word association tests

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2004Some strategies to improve performance in school chemistry, based on two cognitive factors 2023Memory and creativity: A meta-analytic examination of the relationship between memory systems and creative cognition 2008Field dependence–independence as visuospatial and executive functioning in working memory: implications for instructional systems design and research 2009Social cues for creativity: The impact of behavioral mimicry on convergent and divergent thinking

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