Cognitive style in the structure of mnemonic abilities of women

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Abstract

The contribution shows the relation between cognitive style field dependence/field independence and effective side of mnemonic skills. The aim of the research was the study of effectivenss and qualitative diversity of memorizing nonverbal meaningless material by field-dependent and field-independent women. Hypothesis: high index of field independence dominates in processing material which is hard to memorize, defines type and level of development of mnemonic abilities. Using K.Gottschald’s test and L. V. Cheremoshkina’s method on a sample group of students aged 17–18, groups of field-dependent and field-independent testees were identified and results of memorizing simple and advanced meaningless material were received. In case of memorizing simple and advanced meaningless material the field-independent testees have obvious advantages over the field-dependent. Such tendency shows itself in the course of memorizing simple meaningless material and clearly intensifies in the course of memorizing advanced meaningless material. Field-independent testees have a higher speed of involving operational mechanisms in the process of memorizing and a more developed level of representation of regulating mechanisms of mnemonic abilities. The field-independent women have cogitative-mnemonic type and the fourth level of development of functional system of mnemonic abilities, the field-dependent - mnemonic type and the third level of development of functional system of mnemonic abilities.

General Information

Keywords: cognitive style, field dependance, field independence, mnemonic abilities, functional mechanisms, operational mechanisms, regulating mechanisms, memorizing, nonverbal meaningless material

Journal rubric: General Psychology

Article type: scientific article

For citation: Dyupina S.A., Cheremoshkina L.V. Cognitive style in the structure of mnemonic abilities of women. Psikhologicheskaya nauka i obrazovanie = Psychological Science and Education, 2012. Vol. 17, no. 1, pp. 100–111. (In Russ., аbstr. in Engl.)

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Information About the Authors

S. A. Dyupina, Senior lecturer, chair of developmental and educational, department of social pedagogics and psychology, Moscow State Regional Institute of Humanities, Moscow, Russia

Lyubov V. Cheremoshkina, Doctor of Psychology, Professor, chair of applied informatics, faculty of information technology, the Moscow State University of Psychology and Education, Moscow, Russia, e-mail: LVCH2007@yandex.ru

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