Effect of Cognitive Style on Prospective-Retrospective Memory Slips

2017 ◽  
Vol 76 (1) ◽  
pp. 43-46 ◽  
Author(s):  
Philip C. Mefoh ◽  
Valentine C. Ezeh
Keyword(s):  
Linear Regression ◽  
Cognitive Style ◽  
Prospective Memory ◽  
Undergraduate Students ◽  
Retrospective Memory ◽  
Field Independence ◽  
Embedded Figures Test ◽  
Embedded Figures ◽  
The University ◽  
Memory Questionnaire

Abstract. We examined the effect of cognitive style on prospective and retrospective memory slips using the Group Embedded Figures Test (GEFT) and the Prospective and Retrospective Memory Questionnaire (PRMQ). A group of 233 undergraduate students (55% women) of the University of Nigeria, Nsukka, whose mean age was 19.66 years (SD = 3.02), participated in this study. Using bivariate linear regression to analyze the data, we found that cognitive style accounted for 7% of the variation in prospective memory slips and 21% of the variation in retrospective memory slips. The findings demonstrated that cognitive style significantly negatively predicted prospective and retrospective memory slips: As field independence increased, prospective and retrospective memory slips decreased.

Effect of field-dependent versus field-independent cognitive styles on prospective and retrospective memory slips

2016 ◽  
Vol 46 (4) ◽  
pp. 542-552 ◽  
Author(s):  
Philip Chukwuemeka Mefoh ◽  
Valentine Chijioke Ezeh
Keyword(s):  
Cognitive Style ◽  
Undergraduate Students ◽  
Cognitive Styles ◽  
Retrospective Memory ◽  
Embedded Figures Test ◽  
Memory Functioning ◽  
Field Independent ◽  
Field Dependent ◽  
The University ◽  
Memory Questionnaire

This article describes a study with two major objectives: first, to investigate whether prospective memory functioning is dissociated from retrospective memory functioning and, second, to examine whether field-independent cognitive style will differ significantly from field-dependent cognitive style in prospective and retrospective memory functioning. A total of 76 undergraduate students of the University of Nigeria, Nsukka (41 men, 35 women; mean age: 19.66 years; standard deviation = 2.02) completed the Group Embedded Figures Test and the Prospective and Retrospective Memory Questionnaire. Omnibus statistic showed that prospective and retrospective memory was not dissociated ( p < .001) and the field-dependent versus field-independent cognitive styles differed significantly on prospective ( p < .001) and retrospective memory ( p < .001). The results were viewed as tentative; the study maintains that future studies are required to provide converging evidence. Authors concluded with some suggestions for further research.

Cognitive Style of Female University Students of Visual Art

1983 ◽  
Vol 56 (2) ◽  
pp. 439-442 ◽  
Author(s):  
Betty D. Copeland
Keyword(s):  
Cognitive Style ◽  
Undergraduate Students ◽  
Visual Art ◽  
Male Students ◽  
Field Independence ◽  
Embedded Figures Test ◽  
Field Independent ◽  
Male Undergraduate ◽  
Urban University ◽  
Measure Field

This study examined the cognitive style of 121 female and 84 male undergraduate students enrolled in 5 art courses (art education, fibers, sculpture, introductory and advanced art history) at an urban university. The Group Embedded Figures Test was administered to these students to measure field-independence or cognitive style. Students showed diversity of cognitive styles. Both female and male students scored in the mid-quartiles. Males over-all were slightly more field independent.

Use of the Group Embedded Figures Test with Children

1983 ◽  
Vol 57 (1) ◽  
pp. 199-203 ◽  
Author(s):  
Bruce Thompson ◽  
Murray M. Pitts ◽  
Joan P. Gipe
Keyword(s):  
Cognitive Style ◽  
Field Dependence ◽  
Age Groups ◽  
Sixth Graders ◽  
Field Independence ◽  
Embedded Figures Test ◽  
Embedded Figures ◽  
Group Embedded Figures Test

Extensive previous research suggests that the cognitive style of field-independence/field-dependence has important implications for teaching and guidance. However, studies of the validity of group-administered measures which can be used with younger children are limited. The present study assessed the feasibility of using a widely recognized style measure, the Group Embedded Figures Test, with 45 fourth-, 42 fifth-, and 42 sixth-graders. The results were generally favorable with respect to the test's applicability to these age groups.

Effects of Muscle Tone and Changes in Autonomic Balance on Cognitive Style

1980 ◽  
Vol 46 (3) ◽  
pp. 916-918 ◽  
Author(s):  
Vezio Ruggieri ◽  
Pia Mazza
Keyword(s):  
Cognitive Style ◽  
Muscle Tone ◽  
The Body ◽  
Control Group ◽  
Field Independence ◽  
Body Experience ◽  
Embedded Figures Test ◽  
Embedded Figures ◽  
The Relationship ◽  
Experimental Group

To study the relationship between cognitive style and psychophysiological variables, the Embedded Figures Test of Witkin was given to an experimental group of 25 students and to a matched control group. The experimental group was then submitted for 3 mo. to the exercises of Schultz's autogenic training. The control group had no treatment on the embedded figures. Retest showed for both groups an improvement toward greater field-independence. However, improvement was significantly greater for the trained group than for the control group. These results support the view that the cognitive style is partially dependent on the psychophysiological information in the body, in such way that changes in body-experience may modify some aspects of cognitive style.

Cognitive Style and Sending and Receiving of Facial Cues

1979 ◽  
Vol 49 (1) ◽  
pp. 203-212 ◽  
Author(s):  
Ronald M. Sabatelli ◽  
Albert S. Dreyer ◽  
Ross Buck
Keyword(s):  
Cognitive Style ◽  
Facial Expressions ◽  
Field Dependence ◽  
Field Independence ◽  
Self Disclosure ◽  
Facial Cues ◽  
Embedded Figures Test ◽  
Field Dependent ◽  
Embedded Figures

Sending and receiving accuracy of nonverbal facial cues was assessed in 17 dating but non-cohabiting college couples. Field-dependence/field-independence of each person was measured using the Embedded-figures Test. There were no relationships between several measures of receiving accuracy and cognitive style. However, field-dependent individuals were better senders of facial expressions. This finding is consistent with the literature on verbal self-disclosure and with other recent studies of accuracy of nonverbal sending.

Quick to Act, Quick to Forget: The Link between Impulsiveness and Prospective Memory

2014 ◽  
Vol 28 (6) ◽  
pp. 560-568 ◽  
Author(s):  
Carrie Cuttler ◽  
Tonia Relkov ◽  
Steven Taylor
Keyword(s):  
Prospective Memory ◽  
Undergraduate Students ◽  
Memory Performance ◽  
Retrospective Memory ◽  
Personality Psychology ◽  
Memory Tests ◽  
Mediation Analyses ◽  
Unique Predictor ◽  
Memory Questionnaire ◽  
Prospective Memory Performance

Several traits of impulsiveness (e.g. lack of planning and perseverance, difficulty focusing attention) seem intimately connected to the skills required for successful prospective memory performance. This is the first study to examine whether the various inter–correlated dimensions of impulsiveness are related to problems with prospective memory. Undergraduate students (N = 184) completed the Barratt Impulsiveness Scale 11, the Prospective Memory Questionnaire, the Prospective and Retrospective Memory Questionnaire, and two objective prospective memory tests. Results revealed consistent correlations between the various dimensions of impulsiveness (attentional, motor, non–planning) and self–reported problems with prospective memory. Subsequent regression analyses indicated that attentional impulsiveness is a unique predictor of self–reported problems with internally cued prospective memory, and non–planning impulsiveness is a unique predictor of self–reported problems with episodic and overall prospective memory. Similarly, findings from the objective prospective tests showed that non–planning impulsiveness was related to worse performance on the two prospective memory tests. Whereas non–planning impulsiveness was also related to using fewer prospective memory–aiding strategies, mediation analyses showed that use of these strategies does not account for any of the detected relationships. Because the findings suggest that a failure to plan does not underlie the detected effects, other potential explanations for the relationships are discussed. Copyright © 2013 European Association of Personality Psychology

Relation of Field Dependence to the “Philosophies of Human Nature”

1969 ◽  
Vol 24 (1) ◽  
pp. 197-198
Author(s):  
Robert B. Duke
Keyword(s):  
Human Nature ◽  
Field Dependence ◽  
The Other ◽  
Field Independence ◽  
Personality Variables ◽  
Positive View ◽  
Embedded Figures Test ◽  
Embedded Figures ◽  
Positive Correlations ◽  
The One

To study the function of personality variables in the perception of other people, 52 undergraduate males were administered the Philosophies of Human Nature Scale and the Embedded-figures Test. Relatively low but significant positive correlations were found between field independence and trustworthiness, altruism, and the positive view of human nature. There was no significant correlation between field independence and strength of will, independence, complexity, and variability. Apparently, the personality of the one perceiving is relevant to what is perceived in the other person.

Note concerning Stability of Cognitive Style Measures in Young Children

1969 ◽  
Vol 28 (3) ◽  
pp. 933-934 ◽  
Author(s):  
Albert S. Dreyer ◽  
Edwin Nebelkopf ◽  
Cecily A. Dreyer
Keyword(s):  
Young Children ◽  
Cognitive Style ◽  
Embedded Figures Test ◽  
Embedded Figures

Test-retest data for the Children's Embedded-figures Test are presented for 46 children tested in kindergarten and again in Grade 1. Scores on both administrations correlated .87, indicating stability of this cognitive-style measure for these young children over a 6-mo. period.

scholarly journals Prospective memory in students with learning disabilities

2021 ◽  
Vol 20 (3) ◽  
pp. 161-169
Author(s):  
Razaan Alotaibi ◽  
Kowthar Ali
Keyword(s):  
Middle School ◽  
Learning Disabilities ◽  
Prospective Memory ◽  
Retrospective Memory ◽  
Students With Learning Disabilities ◽  
The Past ◽  
Study Results ◽  
The Future ◽  
Students With Ld ◽  
Memory Questionnaire

Introduction. The importance of memory is not restricted to remembering the knowledge and experiences of the past retrospective memory (RM), but also to remember what an individual must accomplish in the future prospective memory (PM). Objectives. The aim of this study was to identify RM and PM levels in students with learning disabilities (LD) according to some variables (gender, grade) and to identify the differences between the two types of memories. Methods. The study followed the comparative descriptive statistics. The study sample consisted of 37 male and female students with LD in middle school. The Prospective and Retrospective Memory Questionnaire (PRMQ) was used in this study. Results. The results include the following: a statistically significant decrease from the average in PM and RM levels in students with LD, the existence of statistically significant differences between PM and RM in students with LD for the RM, the presence of statistically significant differences in the PM and RM according to the gender variable for females, and the presence of statistically significant differences in PM and RM according to the grade variable for the third grade of middle school. Conclusion. Students with LD may suffer from a decrease in their capacity to remember in the future, which causes many difficulties in daily life. We guide teachers to use external AIDS for students with LD (such as writing notes) to help students remember performing their tasks.

Field-Dependence/Field-Independence and Labeling of Facial Affect

1979 ◽  
Vol 48 (2) ◽  
pp. 489-490 ◽  
Author(s):  
Dominick Pellegreno ◽  
Fred Stickle
Keyword(s):  
High School ◽  
High School Students ◽  
Facial Affect ◽  
Field Independence ◽  
School Students ◽  
Pearson Product Moment Correlation ◽  
Embedded Figures Test ◽  
Field Independent ◽  
Field Dependent ◽  
Embedded Figures

56 high school students were administered the Group Embedded Figures Test and the Pictures of Facial Affect. A low Pearson product-moment correlation of .02 was obtained between the measures. Data indicated that field-dependent and field-independent individuals were not significantly different in their skills of labeling pictures of facial affect.

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