Title

Evaluating cognitive tempo in the digital age

Authors

Authors

R. Kenny

Abstract

In recent years, considerable attention has been paid to the alleged changes in the ways the so-called digital generation communicates and learns. Most of the commentary has been based on anecdotes, observations and opinions. The lack of empirical evidence in this matter suggests that it may be time to begin the process of gathering data to confirm these views. At the forefront is the issue of which learner characteristics have changed, if any, and, accordingly, which evaluation tools are best suited to evaluate them. One mechanism found to be valid and reliable is the matching Familiar Figures Test (MFFT). Developed over thirty years ago to measure cognitive tempo on an impulsive-reflective axis, this instrument was subsequently adapted into a twenty-question version. Cairns and Cammock, the researchers who modified the original into the MFFT-20, published the results of several reliability studies to demonstrate its overall effectiveness. This preliminary study is an attempt to begin the empirical verification process of using cognitive tempo as a relevant assessment tool. Two groups of K-12 students from different eras were investigated to determine if comparing cognitive tempos between subjects who took the original MFFT-20 to those who live in the current media-centric society provides any insights as to possible differences in the visual cognitive processing skills and preferences. The results of the comparative analysis, along with possible implications for teachers and instructional designers are discussed.

Journal Title

Etr&D-Educational Technology Research and Development

Volume

57

Issue/Number

1

Publication Date

1-1-2009

Document Type

Article

First Page

45

Last Page

60

WOS Identifier

WOS:000261984600003

ISSN

1042-1629

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