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A 4 page paper. The writer discusses field independent and field dependent cognitive styles and preferences among different cultures. Research regarding ethnic groups and learning styles is reported. Suggested strategies and activities to accommodate differences are offered. Bibliography lists 5 sources.
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4 pages (~225 words per page)
File: MM12_PGeslclt.rtf
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those questions differently and people approach problems differently. Even with these differences, there do seem to be some common cognitive patterns between cultures (McIntye, 1996). Still, McIntye (1996) reports: "culture
is a major, if not the primary factor affecting the development of cognitive affecting cognitive styles" (p. 354). Very often, the instructional methods used in schools "are often incompatible with
the cognitive styles and experiences of culturally and linguistically different students" (McIntye, 1996, p. 354). For example, two of the common ways of classifying cognitive style is to differentiate the
style "on a continuum from field-independent to field-sensitive/dependent" (McIntye, 1996, p. 354). The preferred European-American style is field independent wherein they separate specific information from the entire field of information
and are intrinsically motivated to perform well (McIntye, 1996). These students perform better on analytic, rational tasks (McIntye, 1996). Those who are more field dependent prefer to practice and experiment
with the information before they discuss it conceptually (McIntye, 1996). A number of cultures are more field dependent, including African-Americans, Arab-Americans, Hispanics, Native Americans and some subgroups of Asians, such
as Laotian (McIntye, 1996; Park, 2002). These kinds of students will do better with group-oriented work and they are less individually competitive (McIntye, 1996; Park, 2002). Teachers can accommodate both
styles of cognitive learning by offering both individual and group work to students. For instance, some of the assignments would be completed in small groups of students while other assignments
would be completed individually. Teachers can also have personal interaction with field dependent students because they are sensitive to the reactions of the people in their lives (McIntye, 1996). At
the same time, teachers need to help field dependent students develop a field independent cognitive style, which will lead to more global success in the world (McIntye, 1996). Along this
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