The complexity of cognitive structure in relation to scholastic achievement.

Abstract

This study is concerned with patterns of information search

and utilisation, and the effect these have on the areas of academic

interest and the level of achievement within these areas as a

result a fit between the individual and his environment. In

particular, the study deals with the scholar's level of cognitive

complexity as described by Harvey, Hunt and Schroder (1961) and

the effect such complexity level has upon subject preference in

the final school year and whether this in turn effects the level

of competence and achievement of the pupil.

It will be argued that individual differences in cognitive

style or information processing strategies act as moderator

variables, resulting in a preference for and relative success in

some rather than other domains of intellectual activity. A

distinction is drawn between styles that encourage the consideration

of a fairly wide range of variables, and those that favour a more

restricted range in any given situation. Furthermore, it is

argued that the natural sciences, in nature and educational aims,

favour individuals with restricted styles, while the arts and

humanities favour the "broader" cognitive styles.

A link is drawn between these styles and the complexity of

the individual's cognitive structure, and the hypothesis is tested

that a preference for and success in the arts as against the sciences

is a function of an increase in complexity. Results in support of

the hypothesis is presented and implications of the findings are

discussed.