الفهرس 
الإطــار النظــرى للدراســةيوجد فقط 14 صفحة متاحة للعرض العام
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المستخلص
Summary
Introduction:
Increasing attention in recent years to studies that addressed the relationship between perception and knowledge in personal description in General, in addition to the emotional side – when studying the profile and its growth – not to be separated from the cognitive processes by, and therefore can be modified in the light of these personal instructions, one of these operations is to perceive field surrounding the individual.
It is evident in the area of educational planning learner characteristics taken into account and translated into such an interest in studies of cognitive style to the learner as a predictive variable for understanding the dynamic interaction of certain cognitive characteristics can be utilized in planning.
Objective:
1. verify the relationship between distraction in its time and number of errors in elementary pupils (boys – girls – total sample) and understand the components of the learning environment
2. check the components of the learning environment as perceived by students in different learning environments (experimental – especially) and that leads to distraction dimensions you can predict any of these components, which lead to distraction.
Importance:
1. draw the attention of carers to the educational process by taking into account the components related to the learning environment in educational planning.
2. forecast for understanding the dynamic interaction of certain cognitive characteristics such as distraction and perceiving those environmental components.
3. investigation of compatibility and harmony and balance between the internal and external environment of the individual by understanding how an individual’s perception of the environment and therefore responding in different ways and make appropriate decisions and judgements towards the components of the learning environment.
Results:
1. no relationship between function realization of pupils (boys – girls – total sample) for components of the learning environment and time caused by distraction.
2. no relationship between function realization (boys – girls – total sample) components of the learning environment and the number of errors caused by distraction.
3. statistically significant differences exist between the average degrees of distraction (time) in the study sample (for pilot schools-private schools) in the direction of private schools.
4. statistically significant differences exist between the average degrees of distraction (mistakes) in a sample search (for pilot schools-private schools) in the direction of private schools.