Article1993

Cognitive Style and GCSE Performance in Mathematics, English Language and French

29 citations0/0 files storedEducational Psychology

No readable copy stored yet — this record is metadata only.

No open-access location is known for this record yet.

Literature note Cite in a project Citation map

Learning Styles and Cognitive Differences Neuroscience, Education and Cognitive Function Educational and Psychological Assessments

Abstract

A preliminary study was undertaken of cognitive style and performance in General Certificate of Secondary Education (GCSE), the British public examination for pupils at 16 years. The positions of 182 pupils on two fundamental cognitive styles dimensions (Wholist‐Analytic and Verbal‐Imagery) were assessed by means of the Cognitive Styles Analysis (CSA). The pupils were from two comprehensive secondary schools and all took Mathematics, English Language and French in the GCSE administered by the Midland Examining Group (MEG) in 1991. Comparison of cognitive style and GCSE performance indicated that, for overall performance across the subjects, the pattern was a modified dome shape with the candidates who were intermediate on both dimensions of cognitive style doing best. There was a significant interaction between the styles of the candidates and the GCSE subjects in their effect on performance. The results were discussed in terms of the implications for GCSE and for further research.

Paper brief

Loading…

Cite this work

Citation unavailable for this work.

BibTeX RIS CSL-JSON

No public copy is stored for this record, so only the metadata is cited.

Citations in this library

Citation map →

Stored only when both papers are in the corpus — 29 citations exist upstream.

References

1991Cognitive Styles—an overview and integration 2002Psychology and Adult Learning 1987Cognitive Styles: an integrated model 1992Type of Instructional Material, Cognitive Style and Learning Performance 1980Verbaliser‐Imager Learning Style and Children's Recall of Information Presented in Pictorial versus Written Form 1981The assessment of verbal‐imagery learning styles and their effect on the recall of concrete and abstract prose passages by 11‐year‐old children 1980The relationship between extraversion and verbal-imagery learning style in twelve-year-old children 1982CONSISTENT DIFFERENCES IN COGNITIVE STYLES SHOWN FOR QUALITATIVE BIOLOGICAL PROBLEM‐SOLVING

Explore the map →

Papers that cite the same references — the relational fallback while embeddings are still backfilling.

Imported from OpenAlex (CC0) — nothing here is generated.