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- Title
- RELATIONSHIP BETWEEN BRAIN DOMINANCE, GENDER, AND IMPROVEMENT IN CREATIVE THINKING SKILLS.
- Creator
- CIPES, CHARLOTTE E., Florida Atlantic University, Kauffman, Dan
- Abstract/Description
-
This study analyzed the relationship between brain dominance, gender, and improvement in creative thinking skills. The creative skills studied were fluency, originality, abstractness of titles, elaboration, resistance to closure and the creativity index. In addition to investigating the possible relationships between brain dominance, gender, and improvement in creative thinking skills, the question of whether or not improvement occurred was also examined. Brain dominance was determined by a...
Show moreThis study analyzed the relationship between brain dominance, gender, and improvement in creative thinking skills. The creative skills studied were fluency, originality, abstractness of titles, elaboration, resistance to closure and the creativity index. In addition to investigating the possible relationships between brain dominance, gender, and improvement in creative thinking skills, the question of whether or not improvement occurred was also examined. Brain dominance was determined by a self-report instrument. This instrument was based upon brain dominance research. The subjects were 63 high school students in grades 9 through 12. These subjects were enrolled in three separate classes. The subjects' ages ranged from 14 to 19 years of age. Subjects were administered the Human Information Processing Survey, a self-report learning style instrument, and the Torrance Test of Creative Thinking, a test of creative thinking skills. The scores on the Human Information Processing Survey were used to determine the subjects' brain dominance. The Torrance Test of Creative Thinking was used in a pretest and posttest design as a measure of improvement of the creative thinking skills. The results of this study indicated a significant improvement for selective creative thinking skills following a four week series of special activities. Significant relationships with brain dominance and gender were found between specific creative thinking skills.
Show less - Date Issued
- 1987
- PURL
- http://purl.flvc.org/fcla/dt/11910
- Subject Headings
- Creative thinking, Brain
- Format
- Document (PDF)
- Title
- THE RELATIONSHIP OF PIAGETIAN FORMAL OPERATIONS AND OTHER COGNITIVE FACTORS TO COMPUTER PROGRAMMING ABILITY (DEVELOPMENT).
- Creator
- CAFOLLA, RALPH, Florida Atlantic University, Kauffman, Dan
- Abstract/Description
-
The purpose of this study was to determine if success in writing computer programs is related to level of cognitive development, verbal ability, math reasoning, and grade point average. This study presents a model that predicts computer programming ability. Twenty-three subjects were drawn from students enrolled in BASIC programming classes at Broward Community College. Each subject was given the School and College Ability Test (SCAT II) test to assess math and verbal levels and the Inventory...
Show moreThe purpose of this study was to determine if success in writing computer programs is related to level of cognitive development, verbal ability, math reasoning, and grade point average. This study presents a model that predicts computer programming ability. Twenty-three subjects were drawn from students enrolled in BASIC programming classes at Broward Community College. Each subject was given the School and College Ability Test (SCAT II) test to assess math and verbal levels and the Inventory of Piaget's Developmental Tasks (IPDT) to assess level of cognitive development. Grade point averages were obtained from the registrar. The instructor's final examination, which consisted of generating BASIC programs, was used as a measure of programming ability. Each student was given 45 hours of instruction in BASIC by the instructor and had access to laboratory facilities equipped with IBM Personal Computers. Pearson r correlations were performed using each predictor (grade point average, verbal ability, math reasoning, and level of cognitive development) as independent variables and computer programming ability as the dependent variable. The correlations were all significant. To determine how well all four factors together predict programming ability, multiple regression analysis was performed using all of the predictors as independent variables and computer programming ability as the dependent variable. This study supports prior research showing that grade point average, math reasoning and verbal ability were each significant predictors of success in computer programming. Results showed that level of cognitive development is linearly predictive of success in computer programming. Results of the regression showed that level of cognitive development, when combined with verbal reasoning, is linearly predictive of programming ability.
Show less - Date Issued
- 1986
- PURL
- http://purl.flvc.org/fcla/dt/11886
- Subject Headings
- Computer programming, Cognition
- Format
- Document (PDF)
- Title
- The effect of a modified self-paced postinformative feedback interval on concept formation and identification tasks.
- Creator
- Nilsen, June A., Florida Atlantic University, Kauffman, Dan
- Abstract/Description
-
The purpose of this study was to determine if a modified self-paced postinformative feedback interval (mixed PIFI) is more efficient in concept formation and identification tasks than a pure self-paced or fixed PIFI. One hundred fourteen subjects randomly assigned to three different PIFI groups (mixed, self-paced, 6-second fixed) were presented with a two-category concept formation (CF) task followed by a four-category concept identification (CI) task. A computer program presented...
Show moreThe purpose of this study was to determine if a modified self-paced postinformative feedback interval (mixed PIFI) is more efficient in concept formation and identification tasks than a pure self-paced or fixed PIFI. One hundred fourteen subjects randomly assigned to three different PIFI groups (mixed, self-paced, 6-second fixed) were presented with a two-category concept formation (CF) task followed by a four-category concept identification (CI) task. A computer program presented instructions and task stimuli to subjects via microcomputer as well as regulated PIFIs and collected data. The composition and duration of the mixed PIFIs were determined after an analysis of the results of a pilot study. On the CF task, subjects received 5-second fixed PIFIs on the first 10 trials, followed by 5-second fixed PIFIs on positive instances of incorrect responses, 2-second fixed PIFIs on negative instances of incorrect responses and self-pacing on the rest of the trials. On the CI task the first 10 trails were set to 6-second fixed PIFIs and thereafter to 3-second fixed PIFIs on error trials and self-pacing on the rest of the trials. One-way analyses of variance were used to determine differences among the means of the groups studied with results considered significant at the.05 level. On the CF task, although time to criterion on the mixed and self-paced PIFIs were not significantly different, learners in the mixed PIFI group completed the task more quickly than those in the fixed PIFI group. There were no significant differences between groups on trials to criterion. On the CI task, although mixed and fixed PIFIs were not significantly different for trials to criterion, learners in the mixed PIFI group used fewer trails to solve the problems than those in the self-paced group. There were no significant differences between groups in time to criterion. Findings indicated that on the CI task, the mixed PIFI tested might be the compromise needed to reconcile the theoretical and practical dilemma of needing longer PIFIs for absorption and shorter PIFIs for subject satisfaction. Further research examining the composition of the mixed PIFI is needed.
Show less - Date Issued
- 1989
- PURL
- http://purl.flvc.org/fcla/dt/11938
- Subject Headings
- Concept learning, Feedback (Psychology)
- Format
- Document (PDF)
