An Inquiry into relationships between visual sequencing and cognitive style
Abstract
The purpose of this study was to investigate the preferred choice of visual sequencing modes made by students at the grade six level in the following three dimensions: tonal difference, whole to detail, and rotation, and the relationship between these choices and three categories of cognitive style: categorical - inferential, descriptive-analytic, and relational- contextual. A visual sequencing tasks instrument consisting of a set of three pictorial tasks for each of the visual sequencing dimensions was developed by the investigator and validated with subjects considered to be generally typical of the students for whom the tasks were intended. In addition, the Sigel Conceptual Style Test was used in this study. Both instruments were administered to 115 subjects in grade six in two Calgary public elementary schools. Percentage distributions were calculated to determine the choice of modes for the three tasks in each of the visual sequencing dimensions and to determine the subjects' distribution of the three categories of cognitive style. A correlation among variables and a covariance value were calculated to determine the relationship between the cognitive style categories and the visual sequencing dimensions. A regression analysis was done in all tests of significant correlation. Analysis of the data concerning the choice of modes for the three tasks in each of the visual sequencing dimensions (tonal difference, whole to detail, and rotation) revealed that all dimensions were basic elements in the subjects' choice of mode. Analysis of the data concerning the subjects' distribution of the three cognitive style categories (categorical-inferential, descriptive analytic, and relational-contextual) revealed that students more frequently used the descriptive-analytic style, which stresses conceptual relationships. The categorical-inferential style, which emphasizes conceptual functioning, was second in the frequency of use by children of this age. The least-used category was the relational-contextual; which stresses functional interdependence. These findings are consistent with Piagetian theory. The only significant relationship found was between the relational-contextual category of the cognitive style test and each of the three dimensions of visual sequencing. From the analysis of the data, it was concluded that children at the grade six level can sequence visually within the dimensions of tonal difference, whole to detail, and rotation. They generally appear to be able to sequence perceptually, cognitively, and linguistically, although some children may not be able to integrate all of these modes at once. The subject matter that contained potential for personal association appeared to increase the variability of responses in the visual sequencing modes. Since children at the grade six .level use the descriptive-analytic mode more often than the categorical-inferential style and seldom use the relational-contextual style, it was concluded that the latter category was not commonly used at the stage of development of this age group. Furthermore, while cognitive style did not generally appear to be a related factor in visual sequencing, the relationship between the relational-contextual category of cognitive style and all the visual sequencing dimensions suggested that there was some minimal inferential ability involved in visual sequencing. Because of the implications arising from this study, several suggestions for further research were presented.
Description
Bibliography: p. 89-93.
Keywords
Citation
Van De Geer, L. (1975). An Inquiry into relationships between visual sequencing and cognitive style (Master's thesis, University of Calgary, Calgary, Canada). Retrieved from https://prism.ucalgary.ca. doi:10.11575/PRISM/20903