M Fernanda Páramo
Biographic Data
| ID | 1652508 |
|---|---|
| NAME | M Fernanda Páramo |
| GIVEN NAMES | M Fernanda |
| FAMILY NAME | Páramo |
| SIGNATURE | PÁRAMO M F |
| AFFILIATIONS | Universidade de Santiago de Compostela |
| VERIFIED | No |
| TOTAL WORKS | 3 |
| TOTAL CITATIONS | 1 |
| AUTHOR COUNT | 3 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1997 |
| LATEST PUBLICATION YEAR | 2012 |
| H-INDEX | 1 |
Cognitive style and learning strategies as factors which affect academic achievement of brazilian university students
In the present study, the influence of the cognitive style called field dependence-independence on academic achievement of Brazilian university students was explored as well as the mediating effect of learning strategies on that influence. Learning strategies of 313 first-year university students (189 women and 124 men; M age = 20.86, SD = 3.86) from different fields, with upper, medium and lower scores on field dependence-independence were asses…
Educational implications of field dependence‐independence: In answer to Bagley and Mallick
Background . This article replies to some of the comments made by Bagley & Mallick (1998) about our investigation (Tinajero & Páramo, 1997). Aims . To clarify some of Bagley and Mallick's comments about our investigation, and to defend alternative interpretations about some aspects which refer to field dependent‐independent cognitive style (FDI) mentioned by the authors, such as the overlapping between measures of cognitive style and ability, and…
Field dependence-independence and academic achievement: A Re-Examination of Their Relationship
Background. It has long been recognised that field dependence-independence is likely to have important educational implications.Aims. In the work presented here, the relationship between academic achievement and field dependence-independence cognitive style was examined. We tried to avoid some of the deficiencies of research carried out to date.Sample. We analysed various subjects of the school curriculum in a single sample of 408 students (215 b…
Field dependence-independence and academic achievement: A Re-Examination of Their Relationship
Background. It has long been recognised that field dependence-independence is likely to have important educational implications.Aims. In the work presented here, the relationship between academic achievement and field dependence-independence cognitive style was examined. We tried to avoid some of the deficiencies of research carried out to date.Sample. We analysed various subjects of the school curriculum in a single sample of 408 students (215 b…
Field dependence-independence and academic achievement: A Re-Examination of Their Relationship
Background. It has long been recognised that field dependence-independence is likely to have important educational implications.Aims. In the work presented here, the relationship between academic achievement and field dependence-independence cognitive style was examined. We tried to avoid some of the deficiencies of research carried out to date.Sample. We analysed various subjects of the school curriculum in a single sample of 408 students (215 b…
Educational implications of field dependence‐independence: In answer to Bagley and Mallick
Background . This article replies to some of the comments made by Bagley & Mallick (1998) about our investigation (Tinajero & Páramo, 1997). Aims . To clarify some of Bagley and Mallick's comments about our investigation, and to defend alternative interpretations about some aspects which refer to field dependent‐independent cognitive style (FDI) mentioned by the authors, such as the overlapping between measures of cognitive style and ability, and…
Cognitive style and learning strategies as factors which affect academic achievement of brazilian university students
In the present study, the influence of the cognitive style called field dependence-independence on academic achievement of Brazilian university students was explored as well as the mediating effect of learning strategies on that influence. Learning strategies of 313 first-year university students (189 women and 124 men; M age = 20.86, SD = 3.86) from different fields, with upper, medium and lower scores on field dependence-independence were asses…
Cognition (3 works) · Independence (probability theory) (3 works) · Psychology (3 works) · Statistics (3 works) · Academic achievement (2 works) · Cognitive style (2 works) · Developmental psychology (2 works) · Education, Achievement, and Giftedness (2 works) · Field (mathematics) (2 works) · Field dependence (2 works)