Dissertations / Theses on the topic 'Perceptual styles'
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Pia, Alex Albert. "Preferred perceptual learning styles of Chinese students." PDXScholar, 1989. https://pdxscholar.library.pdx.edu/open_access_etds/3918.
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The basis for this study was work done by Joy Reid (1987) of Colorado State University. Reid's work analyzed the pref erred perceptual learning styles of several groups of English as a Second Language students and one group of American students. The learning styles concept has been established on the theory that students have a particular mode through which they learn best. The learning styles analyzed in this study were: auditory, visual, kinesthetic, tactile, individual, and group. The objectives of this study were to determine the relationships that exist between the preferred perceptual learning styles of P.R.C. and American students and such variables as country where student is studying, native language, length of time in the U.S., and sex.
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Lui, Catherine Johnston. "The Perceptual Learning Style Preferences of Hispanic Students in Higher Education." BYU ScholarsArchive, 2017. https://scholarsarchive.byu.edu/etd/6712.
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This paper addresses the question of whether higher education Hispanic students of different nationalities have different perceptual learning style preferences. Independent samples t-tests findings suggest the country of origin of a Hispanic student's parents has a statistically significant relationship (n=165, p<0.0073) with student's learning style preferences. ANOVA results also identified a statistically significant relationship between SES and group learning style (p<0.004,) and between visual learning style and two factors: age (p<0.011) and family education (p<0.033).
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Wilcox, Gary A. (Gary Alden). "Handedness, Perceptual and Short Term Memory Asymmetries, and Personality." Thesis, North Texas State University, 1985. https://digital.library.unt.edu/ark:/67531/metadc331119/.
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A large body of research has depicted relative arousal of the left and right cerebral hemispheres as related to utilization of particular defensive coping styles, level of anxiety, and perceptual styles. The right and left hemispheres are also presented in the literature as differing in visual-spatial and verbal-auditory short term memory abilities.
The present research studied 127 right handed undergraduates' relative performance on forward spatial and digits memory spans in relation to hemispheric lateralization and other perceptual and personality variables hypothesized in the literature to be related to hemispheric arousal.
It was hypothesized that the forward spatial and digit memory spans would display asymmetrical sensitivity to hemispheric arousal. That is, in a series of successive factor analyses, a hemispheric balance factor, a trait anxiety factor, and a short term memory factor would emerge. The three factors were hypothesized to be unrelated to each other.
During an initial group pretesting, subjects were given pencil and paper measures of handedness, trait anxiety, and several defensive coping styles. During a second individual testing, subjects were administered measures of short term memory, field independence, and a computerized presentation of geometric designs which measured the subjects ability to detect differences which occurred at either the global or analytic level (Navon task).
The factor analyses revealed only the hypothesized trait anxiety factor. The hypothesized short term memory and hemispheric balance of arousal factors did not emerge. Instead, a. defensive coping style factor and separate verbal—auditory and visual-spatial short term memory factors emerged.
Several methodological difficulties of the present study which possibly contributed to the failure of the two hypothesized factors to emerge were discussed. Several additional findings, including sex differences in hemispheric lateralization, were presented. Also, signal detection analysis revealed a pattern such that trait anxious subjects were biased toward over-reporting differences on the Navon task. Implications for further research were presented.
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Ogato, Beyene G. "An experimental investigation of the relationships between perceptual modality preferences of middle school students and their academic achievement." Diss., This resource online, 1991. http://scholar.lib.vt.edu/theses/available/etd-07282008-134452/.
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Garner, Deborah C. "A study of the relationship between perceptual modality and academic achievement of third-grade students /." Free full text is available to ORU patrons only; click to view:, 2006. http://proquest.umi.com/pqdweb?did=1147186301&sid=1&Fmt=2&clientId=456&RQT=309&VName=PQD.
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Lee, Larry Dee. "An investigation on computer-based instructional presentation modes and perceptual learning styles in concept learning /." Digital version accessible at:, 1999. http://wwwlib.umi.com/cr/utexas/main.
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Nixon, Yumi. "Nonverbal perceptual styles of British and Japanese people : a study of cultural influences and perception training." Thesis, University of York, 2005. http://etheses.whiterose.ac.uk/14064/.
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Kline, John Patrick. "Performance, electroencephalographic, and self-report correlates of repressive and defensive coping styles: Perceptual defensiveness and subliminal EEG activation?" Diss., The University of Arizona, 1996. http://hdl.handle.net/10150/187471.
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Previous research suggests that defensiveness involves decreased perceptual sensitivity for intense or threatening stimuli, which is reflected in various perceptual and electroencephalographic changes. Expanding on this theme, Kline, Schwartz, and Dikman (1992) found that high defensive subjects evidence decreased perceptual acuity for a putative human pheromone, androstenone (AND), proposing an olfactory "perceptual defense" effect. Thus, the present study explored relationships between performance and electroencephalographic parameters in a visual "perceptual defense" paradigm, AND perception, and repressive-defensiveness. Except for in the spring, high-defensive subjects were in general less perceptually sensitive for AND. Excluding subjects run during the spring, detection accuracy for AND correlated negatively with identification thresholds for unpleasant words. AND perception tended to correlated positively with identification thresholds for sexual-taboo words. In general, highest identification thresholds obtained for neutral and sexual-taboo words, and lowest for pleasant and unpleasant words. Mean hit rates in a word detection task were 0.19, 0.17, 0.24, 0.44, 0.65, and 0.80 for six ascending durations (chance = 0.17). For the shortest three durations (≤ 50.1 msec), low defensive subjects had higher hit rates for neutral (NEU) versus unpleasant (UPLS), and sexual-taboo (SEX) words. In contrast, HD showed lowest hit rates for NEU and highest hit rates for SEX. At the longest three durations (≥ 66.8 msec), LD showed lowest hit rates for NEU and UPLS, and HD had lower hit rates for pleasant words (PLS) and SEX than did LD. Confidence increased with duration, but no significant defensiveness or word category differences emerged. HD showed less alpha (8-13 Hz) in response to 50.1 msec masked words at posterior leads for SEX, VPLS, and especially PLS relative to NEV, where LD showed essentially the opposite pattern. Alpha decreases for SEX correlated significantly with ≤ 50.1 msec hit rates for SEX at 02, and correlated with ≤ 50.1 hit rates for PLS and VPLS at 01. In response to 100.2 msec duration masked words, all subjects showed less alpha during SEX than during NEV, especially posteriorly, which was somewhat right lateralized for HD. The results suggest that defensiveness may involve unconscious supersensitivity to emotional content that facilitates conscious subsensitivity to emotional content.
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Tekiner, Aylin. "The Relationship Between Perceptual And Social Learning Styles And Multiple Intelligences And Their Effects On English Proficiency Of Turkish Young Adults Learning English As A Foreign Language." Master's thesis, METU, 2005. http://etd.lib.metu.edu.tr/upload/3/12606705/index.pdf.
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The purpose of the present study was to investigate the relationships between preferences of multiple intelligences, perceptual and social learning styles, and English as foreign language proficiency. Two self-report questionnaires were administered to a total of 123 participants. The results showed that dominant intelligence preference was inter-personal and major learning-style preference was kinesthetic. Pearson correlation results revealed statistically significant positive relations between interpersonal intelligence and group learning stylelinguistic intelligence and individual learning style
logical-mathematical intelligence and individual learning style
intra-personal intelligence and individual learning style
inter-personal intelligence and kinesthetic learning style in addition to negative relations between interpersonal intelligence and individual learning style
musical intelligence and individual learning style, and bodily-kinesthetic intelligence and tactile learning style. This indicates that pedagogical implications should consider individuals&rsquo
intelligences and learning style preferences, and further studies are needed to investigate the interactions among preferences of styles and intelligences. Finally, multiple regression results showed that logical-mathematical intelligence preference and visual learning style preference were the primary contributors to the English proficiency. Since no previous research was found comparing preferences of multiple intelligences and perceptual and social learning styles of foreign language learners, this study provided data-driven evidence for the interrelations between them. Those relationships as well as factorial structure for preferences for multiple intelligences and learning styles were discussed. Moreover, the need for further development of the questionnaires and the need for mixed method data collection were emphasized. Implications for interactions among learning styles and multiple intelligences were discussed.
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Ramirez, Matias. "Perceptual Learning Styles Modalities Utilizing the Multimodal Paired Associates Learning Test: An Analysis of Latinos Born in Central and South America." Scholar Commons, 2017. http://scholarcommons.usf.edu/etd/6934.
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Businesses and Human Resources professionals face the ongoing challenge of continuously upskilling and developing employees. Changes to processes or procedures, changes in technology, changes in job functions, and updates or changes to compliance laws or regulations are all reasons that employees must attend and complete employer-developed training. This study utilized the updated Multimodal Paired Associates Learning Test, version four (MMPALT-IV) instrument to determine perceptual learning styles and to determine if there exists a measureable difference in Latinos perceptual learning styles.
The purpose of this study was to measure the perceptual learning styles of Latino adults from Central and South America utilizing the MMPALT-IV. The study compared Latinos born in either Central or South American to Caucasians born in the United States. The variables that were examined included gender, age, place of birth, and education level.
A convenience sample of 40 adults living in the Tampa Bay area was used. Of that population, 20 individuals (10 females, 10 males) born in either Central or South America were participants of the study; each completing the seven subtests for the MMPALT-IV. Additionally, 20 Caucasian individuals (10 females, 10 males) born in the United States participated in the study as a comparison group and completed the same seven subtests for the MMPALT-IV.
The results of this study indicate that there were no differences in preferred perceptual modalities based on race/ethnicity and gender, with the exception of the Kinesthetic where Latinos performed significantly higher than Caucasians. The implications for this study are broad ranging and can be applied to the corporate learning environment or any place adults spend time learning new knowledge, skills, or abilities.
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Kwan, Yim-lin. "A study of the teachers' perceptual understanding of mapwork and their styles of mapwork teaching at forms 1-3 in Hong Kong." Click to view the E-thesis via HKUTO, 1988. http://sunzi.lib.hku.hk/HKUTO/record/B38626986.
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Van, Groesbeck Raymond V. "The Effects of a Mini-Integrated-Learning System, Traditional Lecture and Drill Instruction, Perceptual Learning Styles, and Gender On Language Mechanics Achievement." NSUWorks, 1993. http://nsuworks.nova.edu/gscis_etd/896.
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This study examined the effects of a MiniIntegrated Learning System (MILS), perceptual learning style, and gender difference on language mechanics achievement. This MILS allows students to correct language errors in a short piece of text, receive hints about the errors, and monitor their own progress. The language mechanics subtest of the California Achievement Test and the Cognitive Skills Inventory were administered to seventy-nine fourth and sixth grade students prior to the experiment. The experimental students worked on the MILS to study language mechanics. Control group students learned the same material through a traditional drill and lecture method. After thirteen weeks an alternate form of the language mechanics subtest of the California Achievement Test was administered. A quasi-experimental design was used to test the effects of the independent variables of MILS, learning style, and gender on the dependent variable of language mechanics. Data were analyzed by employing an analysis of covariance, with scores from the language mechanics pretest as the covariate. Results indicate that the MILS is advantageous for enhancing language mechanics. The effectiveness of the treatment for fostering the development of language mechanics achievement does not seem to be related to perceptual learning style preference or gender.
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Erten, Ismail Hakki. "Vocabulary learning strategies : an investigation into the effect of perceptual learning styles and modality of word presentation on the use of vocabulary learning strategies." Thesis, University of Exeter, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.244972.
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Blake, Faye W. "An Empirical Investigation of the Structural Form and Measurement Validity of the Hill Inventory." Thesis, University of North Texas, 1988. https://digital.library.unt.edu/ark:/67531/metadc331285/.
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This research began with the Hill Inventory. Cognitive style preference variables were classified as one of following four types: Theoretical Codes, Qualitative Codes, Social-Cultural Codes or Reasoning Modalities. A consumer behavior perspective was then used to form an alternative structure for the Hill Inventory variables. The following three constructs were proposed: Evaluation Codes, Perceptual Codes, and Reasoning Modalities.
The purpose of this research was to assess the structural form and measurement validity of the Hill Inventory. Specific steps taken to accomplish this objective included: developing confirmatory factor and structural equation models; using the LISREL software package to analyze the model specifications; and assessing the validity of the questions used to measure the variables.
A descriptive research design was used to compare the model specifications. The research instrument consisted of eight statements for each of twenty-eight variables for a total of 224 questions. Five-point response choices were described by the words: often, sometimes, unsure, rarely, or never. The sample consisted of 285 student subjects in marketing classes at a large university.
Data analysis began by comparing the distributions of the data to a normal case. Parameter estimates, root mean square residuals and squared multiple correlations then were obtained using the LISREL VI software package. The chi-square statistic was used to test the hypotheses. This statistic was supplemented by the Tucker-Lewis index which used a null model for comparisons. The final step in data analysis was to assess the reliability of the measurements.
This study affected the potential usage of the Hill Inventory for consumer behavior research. The major conclusion was that the measurement of the variables must be improved before model parameters can be tested. Specific question sets on the inventory were identified that were most in need of revision.
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Wolf, Christian Marc, and chris@adaptive-learning net. "Construction of an Adaptive E-learning Environment to Address Learning Styles and an Investigation of the Effect of Media Choice." RMIT University. Education, 2007. http://adt.lib.rmit.edu.au/adt/public/adt-VIT20080625.093019.
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This study attempted to combine the benefits of multimedia learning, adaptive interfaces, and learning style theory by constructing a novel e-learning environment. The environment was designed to accommodate individual learning styles while students progressed through a computer programming course. Despite the benefits of individualised instruction and a growing worldwide e-learning market, there is a paucity of guidance on how to effectively accommodate learning styles in an online environment. Several existing learning-style adaptive environments base their behaviour on an initial assessment of the learner's profile, which is then assumed to remain stable. Consequently, these environments rarely offer the learner choices between different versions of content. However, these choices could cater for flexible learning styles, promote cognitive flexibility, and increase learner control. The first research question underlying the project asked how learning styles could be accommodated in an adaptive e-learning environment. The second question asked whether a dynamically adaptive environment that provides the learner with a choice of media experiences is more beneficial than a statically adapted environment. To answer these questions, an adaptive e-learning environment named iWeaver was created and experimentally evaluated. iWeaver was based on an introductory course in Java programming and offered learning content as style-specific media experiences, assisted by additional learning tools. These experiences and tools were based on the perceptual and information processing dimension of an adapted version of the Dunn and Dunn learning styles model. An experimental evaluation of iWeaver was conducted with 63 multimedia students. The analysis investigated the effect of having a choice of multiple media experiences (compared to having just one static media experience) on learning gain, enjoyment, perceived progress, and motivation. In addition to these quantitative measurements, learners provided qualitative feedback at the end of each lesson. Data from 27 participants were sufficiently complete to be analysed. For the data analysis, participants were divided into two groups of high and low interest in programming and Java, then into two groups of high and low experience with computers and the Internet. Both group comparisons revealed statistically significant differences for the effect of choice. Having a choice of media experiences proved beneficial for learners with low experience but detrimental for learners with high experience or interest. These findings suggest that the effect of choice appears to be strongly influenced by the learner's background. It is hypothesised that encouraging a more active learner role in educational systems would expand the positive influence of choice to a wider range of learners. The study has contributed some weight to the argument that for certain groups of learners, it is more beneficial to view learning style as a flexible, rather than a stable construct. As a practical implication, it seems advisable to collect data on prior experience, interest, and the initial learning style distribution of the target audience before developing environments comparable to iWeaver. [See http://www.adaptive-learning.net/research/media.htm for media files associated with this thesis.]
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Normand, Alice. "Situations évaluatives menaçantes et gestion de l’attention : hypothèse de filtrage et rôle du style de traitement." Thesis, Poitiers, 2012. http://www.theses.fr/2012POIT5001/document.
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Les recherches en psychologie sociale ont mis en évidence que le caractère évaluatif d'une situation de performance influence la réussite des individus. La peur de confirmer une infériorité à un standard d'évaluation génère un inconfort psychologique et amène les individus à s'autoréguler. Cette thèse vise à comprendre à partir de quand, comment et pourquoi la situation d'évaluation détermine le fonctionnement attentionnel des individus. Nous défendons l'idée que les situations évaluatives représentent une menace pour l'image de soi et perturbent l'attention à partir du moment où les individus questionnent leurs capacités intellectuelles. Deux études démontrent qu'une situation de comparaison sociale ascendante entraine une focalisation de l'attention quand la dimension de comparaison porte sur l'intelligence. Nous postulons également que les modifications attentionnelles qui surviennent en situation évaluative se traduisent au niveau de la sélection des informations. Trois études mettent en évidence que le mécanisme de filtrage des informations est plus strict chez les participants en situation évaluative et s'établit indépendamment de phénomènes concurrents de capture attentionnelle. Enfin, nous proposons que les situations évaluatives amènent les individus à basculer dans un mode général de traitement de l'information davantage analytique. Nous faisons l'hypothèse que ce changement cognitif général qui apparaîtrait en situation évaluative est un précurseur à la mise en place de filtres attentionnels plus stricts. Trois études pointent le rôle médiateur de l'adoption d'un style de traitement analytique dans l'apparition de ces effetsResearch in social psychology highlighted that the evaluative nature of performance situations influences individuals' achievement. The fear of possibly being inferior to a standard of evaluation generates psychological discomfort and leads to self-regulation. This thesis aims to understand when, how and why evaluative situations influence individuals' attentional functioning. We defend the idea that evaluative situations represent a threat to self-image and disturb attention if individuals' intellectual abilities are questioned. Two studies demonstrate that a situation of upward social comparison leads to attentional focusing when intelligence is the dimension of comparison. We also postulate that evaluative situations lead to differences in attentional filtering. Three studies show that people in evaluative situations filter more information, and that this mechanism operates independently from concurrent phenomena of attentional capture. Finally, we propose that evaluative situations lead individuals to be in a more analytical general information-processing mode. We hypothesize that this general cognitive change is a forerunner of the implementation of stricter attentional filters in evaluative settings. Three studies show that the adoption of an analytical (i.e., local) processing style mediates the effects of evaluative situations on attention. Taken together, the results support the idea that individuals' cognitive functioning is deeply influenced by characteristics of the immediate performance situation
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Head, Andrew S. "An investigation into the nature of perceptual style and body awareness in relation to perceptual-motor abilities." Thesis, University of St Andrews, 1988. http://hdl.handle.net/10023/14683.
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The thesis is an account of an investigative study into the nature of perceptual-motor abilities. Part one considers Witkin's construct of cognitive style, using it to predict the relationships between three tests of perceptual functioning from widely varying areas of psychology and sports science. To some extent the results were as predicted; that is, those people demonstrating high levels of perceptual acuity on one test also showed similar acuity on one or more of the other perceptual tests. These results, however, only applied to the male subjects and then only when the opposite poles of one test-dimension were partitioned out and compared. The female subjects demonstrated no significant relationships between the three tests. As a result, it was proposed that the tests were indeed linked but by an array of underlying perceptual abilities rather than by a single, overlying cognitive or perceptual style. In the ensuing search for these abilities, 76 measures of perceptual and perceptual-motor skills were factor analysed to reveal 8 oblique perceptual-motor factors of which one was interpreted as being perceptual style. The nature of perceptual-motor abilities is discussed both in relation to clumsiness and to sports training with the emphasis being on whether such abilities are amenable to alteration. The thesis puts forward the proposal that an upper limit to each ability is fixed for each individual in early childhood but that this potential may be maximised through relevant training. The Perceptual-Motor Ability Profile was devised as a tool with which to indicate the aptitude a person evidenced for a particular sport or physical activity and was used in demonstration to describe the group abilities of four dancers with respect to the requirements of their chosen activity. Finally, a model of perceptual-motor functioning, relating the eight factors extracted, is suggested.
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Hardy, Nicolle Chantelle. "Perceptual Learning Style Modalities: Comparing Latino, Black, and Caucasian Adults." Scholar Commons, 2017. http://scholarcommons.usf.edu/etd/6854.
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Abstract
The purpose of this study was to compare the individual learning modalities of Latino, Black, and Caucasian males and females with at least some college education utilizing the Multi-modal Paired Associates Learning Test IV (MMPALT IV). Using the MMPALT IV, 20 participants from each of the three race/ethnicities above the age of 40 were measured in each of the seven perceptual modalities: Visual, Print, Aural, Interactive, Haptic, Kinesthetic, and Olfactory. The MMPALT IV is a performance-based test, which measures a person’s capacity to acquire information through each of the seven learning channels.
ANOVA tests (2 x 3) with a follow-up Tukey test were used with race/ethnicity and gender identified as independent variables. The dependent variable was the individual perceptual modality sub-test scores. This study presented four research questions that addressed the following: the strongest modality profile for the participants, identifiable patterns of perceptual modalities within and between the groups, gender differences between learning styles, and consistencies for race/ethnicity with respect to gender. Statistically significant differences were found only in the Kinesthetic sub-test involving Latino participants, where they scored higher than both Black and Caucasians. The three highest scoring modalities for the Latino participants were Visual, Print, and Haptic; whereas the Black participants were Visual, Interactive, and Print. Caucasian participants scored highest on Visual, Print, and Interactive. Males and females responded similarly. All race/ethnicities responded similarly to previous MMPALT research with the exception of Kinesthetic where Latino’s performed better then Caucasians and Blacks. Implications for practice would include the incorporation of more interactive activities in a learning environment. Based on the results of this research, instructors may benefit from paying closer attention to kinesthetic activities for Latino students in a learning environment and not over relying on just traditional methods of teaching. This study was exploratory and was necessary to validate the current revisions to the MMAPLT IV. Future research could include modifying some of the subtests for more variation between test items, including more warm-up exercises to reduce any possible disorientation, adding other languages other than English, and testing other race/ethnicities.
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Hoffner, Elizabeth Ann. "A study of the perceptual learning style preferences of Japanese students." PDXScholar, 1991. https://pdxscholar.library.pdx.edu/open_access_etds/4269.
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This study was based on a study by Joy Reid (1987) on the perceptual learning style preferences of English as a Second Language (ESL) students. The purpose of this study was to identify the perceptual learning style preferences of three groups of students: Japanese students studying in the US, Japanese students studying in Japan, and American students studying in the US. The perceptual styles studied were visual, auditory, kinesthetic, and tactile, with the additional styles of group and individual learning also being studied. The learning style preferences were identified so as to determine the relationship between style and the variables of native language, length of stay in the US, and major field of study.
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Bolles, Gina. "An Exploratory study : the intersection of imagery ability, imagery use, and learning style /." Connect to title online (Scholars' Bank), 2008. http://hdl.handle.net/1794/7478.
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Millet, Peter Edmund. "The cognitive style of the self-destructive personality." The Ohio State University, 1989. http://rave.ohiolink.edu/etdc/view?acc_num=osu1134412981.
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Rong, Ma. "The perceptual learning style preferences of Chinese students of English as a foreign language." Thesis, University of Leicester, 2003. http://hdl.handle.net/2381/30831.
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This dissertation reports on an empirical study on perceptual learning style preferences of Chinese learners who study English as a foreign language in the People's Republic of China. The study attempts to identify perceptual learning style preferences of these learners and to find out the differences and relationships between perceptual learning style preferences and the following learner variables: educational level field of specialization, and duration of native speaker instruction. The study also explores the factors that influence the shaping and change of learning style preferences. Six hundred and eighty-two Chinese EFL learners from secondary schools and tertiary institutions participated in the study. Data were collected by means of a questionnaire survey and a retrospective writing activity. The questionnaire was an adapted version of Reid's Perceptual Learning Style Preferences Survey. Quantitative data from the questionnaire survey were analyzed using both descriptive and correlational techniques including frequency and mean counting, ANOVA, Scheffe test, and MANOVA. Results showed that this sample of Chinese learners strongly preferred visual and kinesthetic learning and reported less preference for auditory, tactile, group, and individual learning. Results from the ANOVA indicated that there were statistical significances between learning style preferences and the three learner variables under investigation. Results from the MANOVA revealed statistically significant interactions between learner variables and learning style variables. Qualitative data from the retrospective writing activity was complementary to the questionnaire survey. Fourteen factors were identified to have an effect on the shaping of learners' learning style preferences. These factors were classified into learner factors and non-learner factors. This thesis concludes with a discussion of implications from three perspectives, theory, practice and methodology and a consideration of recommendations for future research at both macro- and mirco-levels.
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McFarland, Mary Brambilla. "An Analysis of the Relationship Between Learning Style Perceptual Preferences and Attitudes Toward Computer-Assisted Instruction." PDXScholar, 1989. https://pdxscholar.library.pdx.edu/open_access_etds/1229.
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The purpose of this investigation was to identify the perceptual learning style preferences of nursing students and to examine the relationship, if any, among students whose learning style perceptual preferences were identified as being auditory, tactile or visual and their attitudes toward the use of computer-assisted instruction (CAI) in the areas of comfort, creativity and function. The relationships between nursing students' perceptual learning style preferences and the following were also examined: (a) the amount of time they spent using the computer program, Cardiac Exam Bingo; (b) whether the use of the computer program added to their learning the content about the cardiac exam; and (c) whether the students wanted to have more use of computer-assisted instruction in the nursing program.
The data were collected using the Productivity Environmental Preference Survey developed by Price, Dunn and Dunn (1986) and Allen's (1986) Attitude Toward CAI Semantic Differential Scale. The study was conducted at a baccalaureate school of nursing in a health sciences university. The sample for the study was sophomore nursing students who were taking a nursing course in patient assessment.
Data were analyzed using the Pearson Product Moment Correlation and the Chi Square Statistic. All students, regardless of their perceptual learning style preference, had positive attitudes toward the use of computer-assisted instruction. Statistical analysis showed that there was no significant relationship between any one of the learning styles and students' attitudes toward CAI. Data analysis did show significant positive correlations between the amount of time students spent using the computer and the visual perceptual learning style; the attitude of function; whether students felt the use of the computer program added to their knowledge and whether they wanted more CAI added to the nursing curriculum.
Qualitative data were also gathered by asking students about their experience using the computer program, Cardiac Exam Bingo. Comments about the use of computers in education indicated that students found the computer to be a useful study tool. Students did express concern that the use of CAI would add to students' work loads; therefore, they recommended that it be available to students but not required. Affective comments also provided further evidence that students had positive attitudes toward the computer program used for this study.
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Coleman, Susan J. "An investigation of the relationships among physical and emotional learning style preferences and perceptual modality strengths of gifted first grade students." Diss., Virginia Polytechnic Institute and State University, 1988. http://hdl.handle.net/10919/53678.
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Little research has been conducted on the learning styles of very young children and on the planning of specific instructional strategies to incorporate those styles. This is especially true regarding the learning styles of gifted primary grade students. Incorporating learning style information into the curriculum for the gifted is a means of providing differentiated instruction to identified children.
The purpose of this study was to determine whether first grade students identified as gifted display different learning style preferences and modality strengths from nongifted first grade students. Two instruments, the Learning Style Inventory: Primary (LSI:P) and the Swassing-Barbe Hodality Index (SBMI), were administered to two groups of first grade students, gifted and nongifted.
The findings of this study indicated that first grade students identified as gifted differed from nongifted students on the following variables: mobility, perception, structure, and short term memory. The groups were similar on the following variables: intake, time, motivation, responsibility and persistence, and modality strength. The study also indicated no relationship between perceptual modality preference and strength for first grade students.Ed. D.
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Keasorn, Thitacharee Rennels Max R. "A cross-cultural comparison of style of perceptual mode and creativity among subjects majoring in art from Thailand and the United States." Normal, Ill. Illinois State University, 1989. http://wwwlib.umi.com/cr/ilstu/fullcit?p9004087.
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Thesis (Ed. D.)--Illinois State University, 1989.Title from title page screen, viewed October 21, 2005. Dissertation Committee: Max R. Rennels (chair), Normand W. Madore, Marilyn P. Newby, Thomas E. Malone. Includes bibliographical references (leaves 73-78) and abstract. Also available in print.
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Kuan-Wei, Huang, and 黃冠瑋. "The Scope of Perceptual Attention: Cognitive Styles, Creativity, and Insight Task." Thesis, 2008. http://ndltd.ncl.edu.tw/handle/40230320496745025681.
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碩士輔仁大學
心理學系
96
We have two main purpose in this article. 1. In theoretical, we want to use “Geneplore model”(Finke, 1992) realizing the relationship between cognitive styles and creative activities. We use Field Dependent/Independent and Scope of perceptual attention in cognition styles, and use Reframe Task, Abbreviated Torrance Test for Adults, and Perceptual-Insight Task in creative activities. We used “Ambiguous Figures” and Eyelink 1000 Eye Tracking System to design our perceptual-insight task. 2. According to other researches, we find many researchers use experimental operation to approach the concept of cognitive styles; We develop Average Saccade Amplitude (ASA) and the First Figure of ambiguous figure to become our testing indicator of scope of perceptual attention. In results, developing testing indicator looks like unsuccessful; but we find that there have correlation between FD/FI, scope of perceptual attention with perceptual-insight task in clear and almost clear statistical significance. Although we fail on developing testing indicator in scope of perceptual attention, we can find there still have relationship in cognitive styles and creative activities from Group Embedded Figure Test.
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Chen, Hung-Chieh, and 陳弘傑. "Perceptual positioning of the front view styles of imported luxurious sedans." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/69167646710631029745.
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碩士華梵大學
工業設計學系碩士班
99
To many customers, the imported sedans are a symbol of social status in addition to unique tastes and connotation. In the mature sedan market place, customers havemore demands for the requirement and quality of sedans. And the young user group is a potential target user group in the imported sedan sector at the current market place. The purposes of this study are triplefold: （1）To explore the demands and viewpoints of the young potential target user group; （2）To explore the style and form treatments in terms of the front views of the imported sedans in Taiwan;（3）To compare and contrast the style of product among different brands through styling positioning and morphologicalchart. In terms of the product styles, BMW and Mercedes BENZ are more outstanding and close to each other; LEXUS and VOLKSWAGEN are moderate in; VOLVO are lower in virtually all images. For subject’s preferences towards product form, the ranking order of four imported sedans is BENZ ＞ BMW ＞ LEXUS ＞VOLKSWAGEN ＞ VOLVO. Furthermore,through factor analysis, 13 product styleswere simplified into three principal factors: evaluation, masculine, and luxury factorsfor market positioning of different imported sedans. In the evaluation factor, MercedesBENZ is remarkably different from VOLVO. With spcial curves in the engine hood,radiator grille, head light, and the total form, Mercedes BENZ gives users futuristic and unconstrained images. Subjects consider VOLVO conservative and not as brilliant as Mercedes BENZ. In the masculine factor, two BMW samples are considered remarkable different due to the hard and sharp lines in the engine hood as well as the headlight. In the luxury factor, Mercedes BENZ and VOLVO are different in their form treatments in the ventilation and radiator grilles as well as the total form. As a symbolic icon of social class in the market, Mercedes BENZ has an impressive style and feeling of comfort. Through Q-type I analysis and morphological analysis, the reasons for the differences in different brands of imported sedans and the utilities of form treatments in the front views of sedan images are discussed.
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Lee, Cheryl. "Mental attentional capacity in computerized perceptual problem-solving : the figural intersection task /." 2005.
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Thesis (M.A.)--York University, 2005. Graduate Programme in Psychology.Typescript. Includes bibliographical references (leaves 121-126). Also available on the Internet. MODE OF ACCESS via web browser by entering the following URL: http://gateway.proquest.com/openurl?url%5Fver=Z39.88-2004&res%5Fdat=xri:pqdiss &rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&rft_dat=xri:pqdiss:MR11834
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Chen, Sheng-ju, and 陳聖儒. "A Study of the Impact of Learning Achievement with Different Teaching Materials by Considering Perceptual Learning Styles of Students." Thesis, 2012. http://ndltd.ncl.edu.tw/handle/05251785854305051957.
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碩士國立臺南大學
數位學習科技學系碩士班
100
The research investigates the different perceptual learning different materials for students learning the effectiveness of promoting effect, and investigate the learning achievement of different learning style. There are fifty-six participants in the experiment, who are fifth-grade students in Tainan, including two classes. The experiment provides different perceptual style material to corresponding learner additionally, compared with the learners who use traditional course. The result proved that providing different perceptual learning different material for students learning is better than traditional. In addition, Perceptual style study alone, even if it shows no is impossible to achieve significantly in all unitary perceptual style, but finally, discussions in different prior knowledge, medium and low prior knowledge students use the different perceptual learning different material learning is significantly.
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WANG, WUN-DAI, and 王文玳. "A Study of the Relationship between Elementary School Students’ Perceptual Learning Styles and English Learning Strategies in Miaoli County." Thesis, 2016. http://ndltd.ncl.edu.tw/handle/76502956449457552184.
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碩士大葉大學
教育專業發展研究所
104
The main purpose of this study was to investigate the statistical differences among perceptual learning styles and English learning strategies of higher grades students from different backgrounds. And also to discuss the correlation between perceptual learning styles and English learning strategies. Furthermore, the predictability based on perceptual learning styles and English learning strategies were analyzed. This study was conducted through the questionnaire-survey method. Subjects were 875 elementary school students from Miaoli County. The total samples are 910, from which 875 are effective. The effective rate is 96. The questionnaires were evaluated by Perceptual Learning Styles Scale and English Learning Strategies Scale. The data was analyzed by t-test, one-way ANOVA, product-moment correlation, and multiple regression analysis. The results of the study were as follows: (a)The students in Miaoli preferred Kinesthetic/Tactile styles and Cognitive strategies to Compensation strategies. (b)There were significant differences in the different background variables of the elementary school students concerning perceptual learning styles and English learning strategies. (c)There were significant positive correlations in terms of perceptual learning styles and English learning strategies. (d)Perceptual learning styles could significantly predict English learning strategies. The study suggests that teachers should change the teaching plane with different styles of students of different backgrounds.
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KWAN, PEI-YING, and 關佩云. "The Effects of Personal Attributes, Perceptual Learning and Emotional Intelligences on Learning Styles – A Comparative Study Between Undergraduate Students in Taiwan and Malaysia." Thesis, 2017. http://ndltd.ncl.edu.tw/handle/34259926151092351140.
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碩士逢甲大學
企業管理學系
105
In this competitive society, students must choose an appropriate learning styles, so that they can quickly absorb knowledge to increase their competitive advantage. As Taiwan and Malaysia differ from culture and education system, therefore, for learning habit and learning environment aspect will have difference. Based on personal gene and experience accumulation, it will cause that everyone will have different learning styles. The purpose of this study is to investigate that the effects of personal attributes, perceptual learning and emotional intelligences on learning styles which is a comparative study between undergraduate students in Malaysia and Taiwan. The sample consisted of Taiwanese and Malaysian Undergraduate Students with total 811 validated samples collected by the end. The results indicated that learning attitudes as part of perceptual learning had direct significant influence on concrete experience. GPA as part of personal attributes and use of emotional had opposite significant influence on reflective observation. Gender as a part of personal attributes and others emotional assessment as part of emotional intelligences had direct significant influence on abstract conceptualization, while for the perceptual learning had opposite influence on abstract conceptualization. Most of Taiwanese and Malaysian undergraduate students tended to diverging styles, but they least tended to accommodating styles. As a whole, the effects of personal attributes, perceptual learning and emotional intelligences on learning styles of Taiwanese and Malaysian undergraduate students had significant differences. The most preference and least preference learning styles of Taiwanese undergraduate students same as Malaysian undergraduate students while differ in learning environment. Simultaneously, our study provided recommendation for future study and practical training to yield learners are train under an appropriate teaching method and design.
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LIU, CHE LIN, and 劉哲伶. "A Study of Senior High School Students with Different Perceptual Learning Styles on the Various Multimedia Forms' Preference of Music Appreciation Teaching Materials." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/12390436928137811867.
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碩士國立臺灣師範大學
音樂學系
100
The purposes of this study had three aims: (1) to investigate the subjects' multimedia forms' preference of music appreciation teaching materials, (2) to explore the influence of the preference caused by the presenting sequence variables, and (3) to probe the effects of the differences among learning styles of students on the multimedia forms' preference. The multimedia forms used in this study were divided into three types: text plus music and narration, picture plus music and narration, and video plus music and narration. The subjects involved in this research were selected from one high school in Taipei City. This study was utilized by survey method. There were two instruments: (1) the self-designed questionnaire “Perceptual Learning Style Inventory” and (2) the revised questionnaire “Music Appreciation Teaching Materials' Multimedia Forms Preference Scale.” The research data from those instruments along with music appreciation teaching materials' multimedia was collected and analyzed. Using the method of convenient sampling, 272 questionnaires were sent out and 220 copies were returned. The recover rate was 80.9 %. The major findings of this research were as follows: 1. The subjects had a positive tendency to prefer “ three music appreciation teaching materials' multimedia forms ( text , picture , and video）.” The preference to “video” was highest in the three multimedia forms. 2. Different presenting sequence of multimedia forms did not affect the preference of music appreciation teaching materials for the subjects. 3. The subject's perceptual learning styles had impact to their preference of three music appreciation teaching materials' multimedia forms. Based on the results above, the researcher made suggestions to music appreciation teaching materials and future study for the reference of multimedia assisted teaching appreciation.
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"THE RELATIONSHIP BETWEEN PERCEPTUAL AND SOCIAL LEARNING STYLES AND MULTIPLE INTELLIGENCES AND THEIR EFFECTS ON ENGLISH PROFICIENCY OF TURKISH YOUNG ADULTS LEARNING ENGLISH AS A FOREIGN LANGUAGE." Master's thesis, METU, 2005. http://etd.lib.metu.edu.tr/upload/3/12606705/index.pdf.
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Cheng, Yuling Prudence, and 鄭玉玲. "Senior High School Students' Perceptual Learning Style Preferences and Language Learning Strategies." Thesis, 2006. http://ndltd.ncl.edu.tw/handle/47495198305009786069.
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碩士國立彰化師範大學
英語學系
94
ABSTRACT The current study aimed to probe into senior high school students’ perceptual learning style preferences and their language learning strategy uses. This study was also conducted to explore the correlations between perceptual learning style preferences and the language learning strategy uses. A total of the 339 second-year students from a senior high school in central Taiwan participated in this study. Both quantitative and qualitative research methods were employed. The quantitative method encompassed three questionnaires: the background information questionnaire (Oxford, 1990), the perceptual learning style preference questionnaire (PLSPQ, Reid, 1984), and the strategy inventory for language learning (SILL, Oxford, 1990). The data collected by the questionnaires were analyzed by descriptive statistics and Person product-moment correlation. In addition, student interviews with twenty-four students randomly selected were conducted. The interview data were sorted, inducted, and analyzed based on the categories of perceptual learning styles and language learning strategies. The results showed that the students did not express any strong learning style preference. The perceptual learning styles which the participants preferred most were group learning, which was followed by kinesthetic learning and auditory learning, whereas the least favored learning styles were individual learning, visual learning, and tactile learning. With regard to their strategy uses, the results indicated that the students in senior high school did not frequently utilize language learning strategies when they were learning English. The most frequently used strategies were compensation strategies, followed by metacognitive strategies, cognitive strategies, social strategies, memory strategies, and affective strategies. The results also suggested that the students’ perceptual learning style preferences are in some way related to their language learning strategy uses. Both the statistical results and student interviews present that kinesthetic learning preference was related to metacognitive strategies, that the tactile learning preference was related to cognitive strategies, that the tactile learning preference was related to affective strategies, and that group learning preference was related to social strategies. According to the results of the study, some pedagogical implications were provided. Moreover, suggestions for further research were offered at the end of this study.
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Huang, Wen-Yu, and 黃玟瑜. "The effectiveness of multisensory music appreciation instruction and perceptual learning style on students’ learning." Thesis, 2003. http://ndltd.ncl.edu.tw/handle/84299646008740069781.
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碩士國立台北師範學院
國民教育研究所
91
The main purposes of this study were to investigate the effects of multisensory music appreciation instruction and perceptual learning style（auditory, visual, kinesthetic）on the music-appreciation learning achievement and music-appreciation learning attitude of elementary school students. A quasi-experiment pretest-posttest design was adopted. The sample were eight classes of 263 third-grade students in the 2002 academic year in Taipei County. Among them four classes received multisensory music appreciation instruction (experimental group), and the other four classes received traditional music appreciation instruction (control group). The pretest and posttest on music-appreciation learning achievement and music-appreciation learning attitude were given to the subjects before and after four weeks’ experimental program. The Perceptual Learning Style Inventory was administered to identify students’ perceptual learning style. Descriptive statistics, independent-sample t test, and two-way ANOVA were utilized to analyze the collected data. The main findings of this study were as follows: 1. There was no significant difference in students’ music-appreciation learning achievement and music-appreciation learning attitude between the control group and the experimental group. 2. There was no significant difference in the auditory, visual, and kinesthetic students’ music-appreciation learning achievement and music-appreciation learning attitude between the control group and the experimental group. 3. There was no significant interaction effect between the experimental treatment and auditory, visual, and kinesthetic learning preference. According to these results, the researcher proposed suggestions for future research.
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Chen, Yueh-chuan, and 陳月娟. "The Perceptual Learning Style Preferences of Taiwanese Junior High School Students in Learning English." Thesis, 1999. http://ndltd.ncl.edu.tw/handle/59874096333879377766.
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碩士國立彰化師範大學
英語學系
87
Language learners’ perceptual leaning style preferences have been identified as a crucial factor in affecting language learning (Domino, 1979; Oxford &Anderson, 1995; Reid, 1987). The match or mismatch of style preferences between teachers and students in language learning is reported to have a strong relationship with learning results, general attitudes, and potentials (Willing, 1988; Wallace &Oxford, 1992). In Taiwan, however, the issue related to perceptual learning style preferences of high school students was seldom investigated (Chang, 1998; Cheng, 1997) in spite of the need of this population. This study investigated the perceptual language learning styles of the students at junior high school level, and explored whether the match or mismatch of style preferences between teachers and students is in accordance with students’ achievements. A questionnaire was administered to 187 students and their five English teachers at a junior high school in the central part of Taiwan. Twenty-five of the student participants and all the five English teachers were interviewed. The results show that most of the participants, both teachers and students, have visual preference. The students who have a similar learning style preference with the teachers have a higher probability to be high achievers. From the results of this study, it is suggested that both junior high school teachers and students need to become aware of perceptual learning style preferences, and make good use of them with different contexts and tasks to enhance learning results. Further educational implications are discussed at the end of the study.
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簡菁瑩. "A Correlation Study of Sixth Graders’ Web-based Rhythm Learning Process and Perceptual Learning Style." Thesis, 2006. http://ndltd.ncl.edu.tw/handle/26073499338175976377.
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碩士臺北市立教育大學
音樂藝術研究所
94
The purpose of this study was to analyze sixth graders’ learning process recorded when using web-based rhythm learning materials and to investigate how the analysis results correlated with students’ perceptual learning style as visual, auditory or tactile. Specifically, research goals included the recording and analysis of students’ learning process recorded when using web-based rhythm learning materials; the study of the relationship between students’ perceptual learning style and their web-based rhythm materials learning process; the investigation of the relationship between web-based rhythm materials learning process, perceptual learning style and rhythm materials learning effectiveness. Subjects of this study were 33 sixth graders from Music Elementary School (assumed name) in Taipei County. Students’ learning process data was collected through a period of six weeks, using the rhythm website (http://www2.hhps.tpc.edu.tw/631010/rhyVip/fTitoF.htm) developed by Hsu, Kung-Chen, a graduate of National Taipei University of Education, as the main research instrument. Research findings were integrated as results; suggestions were further formulated for reference regarding school instruction and future study. Findings were as follows: Firstly, students averagely logged into the website 3.79 times, with a total logging time of 26 minutes. This result seemed to reflect a passive attitude inclination resulting from non-teacher-regulated learning. Students exercised mainly according to their own interests, and showed more interest for questions that are of a wider variety and are more fun. Categories of students’ learning process analyzed from their route modes include sequential, challenging, repeatedly browsing and comprehensive. Most students belonged to the sequential category. Secondly, correlations were found between students’ perceptual learning style and web browsing time and exercising game numbers for various question modes. However, no correlation was observed between students’ perceptual learning style and their learning route process. Thirdly, no correlation was found between sixth graders’ web-based learning process and rhythm materials learning effectiveness. Significant difference was, however, observed for students’ visual learning style preference and their rhythm materials learning effectiveness. This was not true for students’ auditory or tactile learning style preference
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Tsao, Tai-ling, and 曹黛玲. "Perceptual Learning Style Preference and Learning Strategy Use Among Taiwanese Senior High School EFL Learners." Thesis, 2002. http://ndltd.ncl.edu.tw/handle/89185789887661929340.
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碩士國立臺灣師範大學
英語研究所
91
Abstract This study is aimed to investigate perceptual learning style preference and learning strategy use among Taiwanese senior high school EFL students. The focus is to examine the relationship between perceptual learning style preference and strategy use. The effects of three learner variables, i.e., English achievement, gender, and grade level, on perceptual learning style preference and strategy use were also examined. A total of 346 students participated in the present study. The participants completed a questionnaire consisting of two inventories adapted from Perceptual Learning Style Preference Questionnaire (Reid, 1984) and the Strategy Inventory for Language Learning (Oxford, 1989). The collected data were analyzed by computing descriptive statistics, Pearson product-moment correlations, and t-tests. The results show significant correlations between perceptual learning style preference and strategy use. In view of the three learner variables, learners’ achievement and gender were significantly correlated to strategy use and to perceptual learning style preference. Grade level had no significant difference in learning strategy use but had a significant difference in tactile learning style preference. Pedagogically, the findings suggest that teachers should consider students’ perceptual learning style preference and strategy use when designing teaching activities. They could incorporate strategy training activities into regular classroom: providing activities with a wide range of learning strategies to meet the needs of their students that prefer different learning styles and use different learning strategies. Further pedagogical implications and suggestions for future research are discussed at the end of the study.
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Fuhr, Jeff. "The effects of a drug rehabilitation treatment programme on perceptual style and perceived family relations." Thesis, 2014. http://hdl.handle.net/10210/11998.
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"Vocabulary Learning Strategy Use and Perceptual Learning Style Preferences Among Taiwanese EFL Junior High School Students." 2005. http://www.cetd.com.tw/ec/thesisdetail.aspx?etdun=U0021-2004200717384556.
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陳佩禎. "Vocabulary Learning Strategy Use and Perceptual Learning Style Preferences Among Taiwanese EFL Junior High School Students." Thesis, 2006. http://ndltd.ncl.edu.tw/handle/70433127504449566648.
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碩士國立臺灣師範大學
英語學系在職進修碩士班
94
ABSTRACT The ultimate goal of the study was to identify the relationships between Taiwanese junior high school students’ vocabulary learning strategy use and their perceptual learning style preferences. To achieve this goal, the study examined (1) the frequency of vocabulary learning strategies used by junior high school students; (2) the distribution of perceptual learning style preferences among junior high school students; and (3) the correlation between vocabulary learning strategy use and learning styles. Besides, the effects of two learner variables, achievement level and gender, on vocabulary learning strategy use and perceptual learning style preferences were also examined. The participants recruited in this study were 207 junior high school students from a junior high school in Taipei County. The major instrument was a questionnaire with two sets of inventories: Taxonomy of Vocabulary Learning Strategies (Schmitt, 1997) and Perceptual Learning Style Preference Questionnaire (Reid, 1984). Besides, the final course grade was employed to determine the achievement level. The data collected was analyzed by computing descriptive statistics, Pearson product-moment correlation, and ANOVA. The results of the study indicated that Taiwanese junior high school students neither used vocabulary learning strategies frequently nor showed any major preferences for any learning style. All of the students’ perceptual learning styles were significantly correlated to their overall vocabulary learning strategy use. Students’ achievement level had a significant effect on their use of vocabulary learning strategies and four learning modes: visual, auditory, kinesthetic, and individual learning styles. Students’ gender had no significant effects on their use of vocabulary learning strategies. It only had a significant effect on tactile learning style.
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Liao, Kang-ling, and 廖康伶. "The Relationships among Perceptual Learning Style, Vocabulary Learning Strategies, and Vocabulary Achievement of Junior HIgh School Students." Thesis, 2008. http://ndltd.ncl.edu.tw/handle/8ng72t.
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碩士國立雲林科技大學
技術及職業教育研究所碩士班
96
The purpose of the study was to investigate the relationships among Perceptual Learning Style, Vocabulary Learning Strategies, and Vocabulary Achievement of junior hight school students. With the investigation method, the research sampled first-grade, second-grade, and third-grade students studying in a junior high school of Yun-Lin county. Perceptual Learning Style Preference Questionnaire, Vocabulary learning strategies Questionnaire, and English Vocabulary Achievement were used as the research instruments. 399 copies of the questionnaire were sent out. 378 were validated. The returning rate was 94.49％. The data was processed by SPSS-for-Windows software. Statistic technique included descriptive statistics, t-test, two-way ANOVA, Pearson product correlation coefficient, and multiple regressions. The main findings of this study were: 1. Girls scored higher than boys in both auditory preference and visual preference. 2. Junior high students used determination strategies the most, and used social strategies the least. 3. Girls used vocabulary learning strategies more frequently than boys. 4. Girls scored higher than boys in the vocabulary achievement test. 5. For junior high school students, the relationship between vocabulary learning Strategies and vocabulary learning achievement was positive and it was significant. 6. Visual preference is more predictable to vocabulary learning achievement than auditory preference. 7. Discovery-Determination is the more predictable to vocabulary learning achievement. These results of the study proposed suggestions for future researcher, English teachers, and junior high schools which they teach in.
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Ko, Yih-wen, and 柯亦雯. "Perceptual Style Preferences and Their Relationship to English Achievement and Learning Strategies of Junior High EFL Learners in Taiwan." Thesis, 2002. http://ndltd.ncl.edu.tw/handle/22055232371046002273.
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碩士國立高雄師範大學
英語學系
90
The purposes of the present study was to investigate the role that preferences of perceptual learning styles played in junior high students'''' English achievement, and to examine the relationship between perceptual style preferences and language learning strategies. Specifically, this study highlighted the following four points: (a) the students'''' perceptual style preferences, (b) the students'''' overall English achievement, (c) the relationship between students'''' perceptual style preferences and English achievement, and (d) the relationship between students'''' perceptual style preferences and learning strategies. The subjects of this study were 161 junior high school students from five second-year classes in Tainan City. The major instruments were two questionnaires, Perceptual Learning Preference Survey and Strategy Inventory for Language Learning. In the data collection, the subjects'''' scores in PLPS and SILL, the relationship between the subjects'''' performance in PLPS and their English achievement, and the relationship between the subjects'''' perceptual style preferences and learning strategies were computed and analyzed. One-way and repeated measure ANOVA were employed to analyze the data yielded from the study. Based on the data analyses, the findings of the study are summarized as follows: 1. The subjects preferred kinesthetic/tactile, visual/nonverbal, and auditory styles to visual/verbal style. 2. The multiple and the visual/nonverbal style preference subjects performed better in English achievement. 3. There was no significant difference among groups with different perceptual style preferences in overall strategy use and not many strategies were used. 4. Only the kinesthetic/tactile preference subjects reached the significant level in memory, compensation, and social strategies; the visual/nonverbal group used significantly more memory strategies and the multiple style preference group used significantly more affective strategies. On the basis of the study findings, some pedagogical implications are given as follows: 1. Teachers are in a position to help students learn more successfully by providing various teaching approaches and effective learning strategies. 2. Learners should be encouraged to utilize perceptual style dominance and their strategic approaches to learning to participate more actively in language development. 3. Teachers can provide different forms of textbook presentations. 4. Teachers can weave learning strategy training into their regular curriculum.
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Hsu, Ya-Hui, and 許雅惠. "A Study of the Relationship between Perceptual Learning Style Preference and English Learning Strategies among Sixth Graders in Changhua County." Thesis, 2014. http://ndltd.ncl.edu.tw/handle/34460881610153336396.
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碩士康寧大學
應用外語研究所
103
This study aimed to investigate the relationship between sixth graders' perceptual learning style preference and English learning strategies. 427 sixth graders in Changhua County were randomly investigated. The data collected was analyzed by computing descriptive statistics, independent-samples t test, ANOVA and Pearson product-moment correlation. The results of the study indicated that the sixth graders preferred Kinesthetic/Tactile, Visual/nonverbal, and Auditory Styles to Visual/verbal Style. One-third of the students were the multiple strong perception learning style. Female students tended to choose Visual/verbal, Visual/nonverbal, and Kinesthetic/tactile Styles more than male students; No matter how long the students learned English, they tended to be Kinesthetic/tactile, Auditory and Visual/nonverbal Styles. The students frequently used Social Strategy the most and used Cognitive Strategy the least. Students' gender had significant effects on their use of language learning strategies. The students with more English learning experience used learning strategies more frequently. All of the students' perceptual learning styles preference significantly correlated to their overall English learning strategies use. Based on the results, the researcher suggested that English teachers should acknowledge students’ learning preferences, respect the differences, and introduce multi-purpose teaching elements and activities. Meanwhile, teachers should encourage and instruct students to apply learning strategies in studying English . With all of these implements for sixth grade students, the ability of learning individually can be lifted up, the effectiveness of studying English can be promoted, they will convergence junior English courses smoothly. Key words: perceptual learning styles preference, English learning strategies, gender, length of English learning
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De, Beer Anna Cornelia. "Kreatiewe hulpverleningsprogram gerig op laerskoolleerders wat taalhindernisse ervaar." Thesis, 2000. http://hdl.handle.net/10500/17946.
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Summaries in Afrikaans and EnglishDie doel van hierdie studie was om te bepaat of 'n hulpverleningsprogram die laerskoolleerder wat taalhindemisse ervaar kan help om sy probleme op 'n kreatiewe wyse te benader. 'n Algemene oorsig van leerhindemisse wat laerskoolleerders ervaar, is gegee. lndien 'n leerder taalhindernisse ervaar, sal dit 'n direkte invloed op sy ander skoolvakke ook he omdat taal vir die leeraksie benodig word. Die kreatiwiteitsbegrip is ook van naderby beskou. Kreatiwiteit kan as die skep van iets wat oorspronklik, maar ook bruikbaar is, gedefinieer word. Dit sluit egter ook die Ie van ongewone verbande tussen twee of meer sake of voorwerpe in. Die program wat ontwikkel is, het as onderbou die teorie oor taalintelligensie van Howard Gardner, 'n opvoedkundige sielkundige aan Harvard Universiteit. Gardner meen dit is deur 'n kreatiewe ingesteldheid, multisensoriese tegnieke en gepaste leerstyle rnoontlik om taalintelligensie teverbeter. Hy is van mening dat taalintelligensie nie iets is wat op 'n bepaalde tydstip gemeet kan word en onveranderd bly nie. Soos met alle intellektuele vermoens, kan taalvaardighede ook uitgebrei en ontwikkel word. Beproefde remedierende tegnieke, wat reeds deur die navorser in die praktyk met welslae uitgetoets is, is op 'n vars, nuwe manier .in die hulpverleningsprogram gebruik. Die hulpverleningsprogram het op die verbetering van perseptuele, mondelinge stelwerk-,lees- en spellingvaardighede gefokus. Dit het gedurende die empiriese studie duidelik geword dat leerders wat op 'n bepaalde leergebied nie na wense presteer nie, dikwels 'n "sielkundige blokkasie" ten opsigte van daardie leerareas ontwikkel. Hulle assosieer Jaasgenoemde in die meeste gevalle met leeronvermoe en leermislukking. Die enigste manier om hierdie gevoel van leermagteloosheid aan te spreek, is om die problematiese leerareas met 'n minder ernstige akademiese aanslag, waarin die pret-element sterk aanwesig is, te benader. Wanneer die leeraksie as 'n aangename ondervindingervaar word, kan leerders hulle leervrese aanspreek en meer waagmoedig begin optree.
The purpose of this study was to investigate the success of an innovative support programme aimed at assisting primary school learners with language barriers to overcome these. An overview was given of learning barriers primary school learners may experience. A learner with a language barrier will find that the other learning areas are negatively influenced because language is essential for learning. The concept of creativity, defined as the creation of something original, yet useful, was adhered to. It included the idea that creativity allows for the connecting of unrelated issues or objects. The theories of Howard Gardner, an educational psychologist at Harvard University, concerning language intelligence, supported this study. According to Gardner it is possible to improve language intelligence through creative awareness, multi-sensory techniques and appropriate learning styles. Gardner postulates that language, as in the case of other intellectual abilities, can be developed and expanded. Remedial techniques successfully used by the researcher in practice, have been presented in this support programme in a novel and innovative form. The creative support programme compiled for this thesis focused on the 1 improvement of perceptual, oral, reading and spelling skills. The need for a more informal support approach was evident in the empirical research of this study. Learners sometimes develop a "psychological block" when experiencing repeated difficulties in a specific learning area. Such learners associate these difficulties with failures and the inability to learn. In order to overcome the experience of learning dispair, the feelings of anxiety associated with the problem learning area, have to be replaced with a less rigid approach in which play encourages feelings of enjoyment and ease. When learning becomes a pleasant experience, learners start overcoming their fears and become risk takers.
Psychology of Education
D. Ed. (Sielkundige Opvoedkunde)
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Struckus, Joseph Edward. "Perceptually aberrant experiences as a risk factor for psychosis :: the importance of conditions and explanatory style." 1987. https://scholarworks.umass.edu/theses/2116.
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Pautz, Mary Patricia McKillip. "An investigation of the effect of selected instructional strategies on the learning of complete songs as moderated by perceptual learning style." 1988. http://catalog.hathitrust.org/api/volumes/oclc/19127741.html.
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Thesis (Ph. D.)--University of Wisconsin--Madison, 1988.Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 149-163).
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Yeh, Sung-Chuan. "Perceptual learning style and academic intrinsic motivation level the effect of using interactive video on student post-treatment preference and performance in a high school chemistry course /." 1993. http://catalog.hathitrust.org/api/volumes/oclc/31097980.html.
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Conolly, Joan Lucy. ""From mimism to music in the child" : an oral-style contextual reading of the primary learning theory of Marcel Jousse with special reference to Rudolf Laban." Thesis, 1995. http://hdl.handle.net/10413/6100.
Full textAbstract:
In the essay, "From Mimism to Music in the Child" (1935), Jousse, the French linguistic anthropologist, * describes the process whereby instinctive learning takes place and develops into cognitive motor skills in the Child; *
traces the connections between the stages of learning and the skills acquired by the Child. These skills include gestural mimic imitation, drawing, listening, speaking, and musical expression; * makes specific recommendations about the process of teaching the Child; * relates the stages in the early learning processes in the Child to the development globally and universally of the anthropos; * demonstrates the relationship between Man and his fellows, both as individuals and as expression of cultural distinction, and between Man and the universe; * comments on the distinction between human and animal learning capacities; * explains the roles of key features in human expression; *explains aspects of cultural and linguistic change; * comments on cultural and linguistic change.
In this research-essay, I am * attempting to clarify, in various degrees, all of the above: the learning issues receive more attention than do the rest; *
attempting to identify the similarities and differences between the thinking and views on learning of Jousse with those particularly of Rudolf Laban, and incidentally of Montessori and Lenneberg; * demonstrating an 'Oral-Style text'. The Introduction to this research-essay summarises the thinking of Jousse and Laban. The Body of the study: * provides biographical information about Jousse and Laban; * explains the difficulties and problems encountered with the text of the essay "From Mimism to Music in the Child"; * comments on the nature and operation of Oral-Style texts and their cognitive and affective influence upon the reader; * contextualises and interprets the text of the essay, "From Mimism and Music in the Child".
The Conclusion adds comments, and suggests areas for further study and investigation.Thesis (M.A.)-University of Natal, 1995.