Cognitive style and teacher-student compatibility

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Abstract

Studied the effects of cognitive style matching in 32 teacher-student pairs. Tests of 2 cognitive style dimensions--serialism/holism and field dependence/independence--were administered to 54 final-year trainee mathematics teachers and 58 1st-yr psychology students. (Measures were the Group Embedded Figures Test and the Grandlemuller Test). From these, 32 teacher-student pairs were formed so that teachers and students were matched or mismatched on one or both cognitive style dimensions, in conformity with a 2-4 experimental design. Teachers structured and taught to their partners a 30-40 min lesson on the mathematical concept of network tracing. Students were then independently examined. Matching effects were obtained on objective test performance and on teachers' and students' subjective ratings of each other at the extremes of the field dependence-independence dimension. (16 ref) (PsycINFO Database Record (c) 2006 APA, all rights reserved)

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