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dc.contributor.advisorWhited, Frances Moroney
dc.contributor.authorMcConologue, Janet Marie
dc.date.accessioned2021-09-07T21:42:56Z
dc.date.available2021-09-07T21:42:56Z
dc.date.issued5/1/1984
dc.identifier.urihttp://hdl.handle.net/20.500.12648/5028
dc.description.abstractThis study investigated the relationship between field dependence/independence and the ability to utilize prior knowledge during discourse processing. A sample population of thirty-one eighth grade students were given the Group Embedded Figures Test, a measure of field dependence/independence, and one of two narrative passages designed to measure the degree to which an individual utilizes prior knowledge. The scores of these two measures were analyzed to determine if there was a significant difference between the field dependents and the field independents in their performance on the constrained and unconstrained passages, measuring schema utilization. A significant difference was found in the mean score of the two groups on the constrained passage, no difference was found in their performance on the unconstrained passage. This analysis leads to the conclusion that in this testing population of eighth graders, the field independent students were better able to utilize their prior knowledge to comprehend a written passage than the field dependent students.
dc.subjectGroup Embedded Figures Test
dc.subjectField Dependence/Independence
dc.subjectSchema Utilization
dc.subjectDiscourse Processing
dc.subjectWritten Passage
dc.subjectComprehension
dc.titleField Dependence/Independence and its Relationship to Schema Utilization during Discourse Processing
dc.typethesis
refterms.dateFOA2021-09-07T21:42:56Z
dc.description.institutionSUNY Brockport
dc.description.departmentEducation and Human Development
dc.description.degreelevelMaster of Science in Education (MSEd)
dc.source.statuspublished
dc.description.publicationtitleEducation and Human Development Master's Theses
dc.contributor.organizationThe College at Brockport
dc.languate.isoen_US


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