The Interactive Effects of Cognitive Style and Learner Preparation on Cognitive Learning.

摘要

The purpose of this study was to investigate the extent to which an individual's cognitive style interacted with different types of learner preparation. More specifically, the investigator attempted to ascertain whether or not a specific preinstructional strategy was significantly more effective for a learner whose cognitive style had been identified. The investigator believed that the learning of new and meaningful information would be enhanced by matching the students cognitive style with the appropriate type of learner preparation.