Group Embedded Figures Test

1971 ◽  
Author(s):  
Herman A. Witkin
Keyword(s):  
Embedded Figures Test ◽  
Embedded Figures ◽  
Group Embedded Figures Test

Validation of a Group Embedded Figures Test for Young Children

1980 ◽  
Vol 51 (2) ◽  
pp. 483-486 ◽  
Author(s):  
Theodore R. Cromack ◽  
Meredith K. Stone
Keyword(s):  
Young Children ◽  
Second Grade ◽  
Embedded Figures Test ◽  
Embedded Figures ◽  
Level 1 ◽  
Group Embedded Figures Test ◽  
Test Level ◽  
Level 2 ◽  
Rod And Frame Test ◽  
Rod And Frame

This paper describes the development and concurrent validation of a group-administered measure of field-dependence/independence for early elementary children. Following the procedure used to validate the Children's Group Embedded Figures Test (Level 2, 9 to 11 yr.), a validation study of a group test for younger children was undertaken with a second-grade sample ( N = 77). The test was reliable (alpha = .84) and significantly related to both the individually administered Children's Embedded Figures Test ( r = .56) and Portable Rod-and-frame Test ( r = .57). This measure, designated the Children's Group Embedded Figures Test—Level 1, provides a promising research instrument for assessing cognitive style of young children.

scholarly journals Pengaruh Model Pembelajaran Berbasis Masalah dan Gaya Kognitif Siswa Terhadap Hasil Belajar Matematika Siswa di Kelas VIII SMP Negeri 7 Kerinci

2018 ◽  
Vol 2 (2) ◽  
pp. 135-143
Author(s):  
Al Ikhlas
Keyword(s):  
Embedded Figures Test ◽  
Embedded Figures ◽  
Group Embedded Figures Test

Penelitian ini bertujuan untuk mengetahui pengaruh model pembelajaran berbasis masalah dan gaya kognitif terhadap hasil belajar matematika siswa, korelasi  antara gaya kognitif terhadap hasil belajar matematika siswa, dan pengaruh interaksi antara penggunaan model pembelajaran dan gaya kognitif siswa terhadap hasil belajar matematika siswa di kelas VIII (Delapan) SMP Negeri 7 Kerinci tahun pelajaran 2016/2017. Penelitian ini dilakukan dengan metode penelitian eksperimen semu dengan menerapkan desain faktorial 2 × 2. Populasi penelitian adalah siswa SMP Negeri 7 Kerinci Kelas VIII Semeseter genap tahun pelajaran 2016/2017. Sampel penelitian terdiri dari kelas eksperimen berjumlah 32 orang siswa dan kelas kontrol berjumlah 31 orang siswa. Pengumpulan data dilakukan menggunakan dua macam instrumen yakni intrumen Group Embedded Figures Test (GEFT) untuk mengukur gaya kognitif siswa dan instrumen tes hasil belajar matematika siswa dalam bentuk essay. Hasil analisis data dan uji statistik menunjukkan bahwa model pembelajaran berbasis masalah  dan  gaya  kognitif  berpengaruh terhadap hasil belajar matematika, terdapat  korelasi  antara  gaya kognitif terhadap hasil belajar matematika, tidak terdapat interaksi antara model pembelajaran dan gaya kognitif terhadap hasil belajar matematika  siswa. Berdasarkan hasil penelitian tersebut disarankan kepada guru, khususnya guru matematika agar penerapan model pembelajaran berbasis masalah  dikembangkan sebagai satu inovasi dalam proses belajar mengajar.

About Some Psychological Variables Correlated with Dogmatism

1983 ◽  
Vol 53 (2) ◽  
pp. 427-432 ◽  
Author(s):  
Francesco Di Maria ◽  
Santo Di Nuovo
Keyword(s):  
Social Order ◽  
Semantic Differential ◽  
Favorable Attitude ◽  
California Psychological Inventory ◽  
Psychological Variables ◽  
Embedded Figures Test ◽  
Embedded Figures ◽  
Group Embedded Figures Test ◽  
Psychological Inventory

The relationships between dogmatism and some perceptual-cognitive, personality, and attitudinal indices were investigated for 40 men and 40 women. Dogmatism scores correlated negatively with the scores in Witkin's Group Embedded Figures Test and on the Flexibility scale from Gough's California Psychological Inventory. Correlations were positive for a favorable attitude towards concepts like Discipline, Obedience, Social order, measured by the semantic differential. Some incongruities between obtained data and Rokeach's (1960) findings are pointed out.

Menstrual Cycle Influences on Perceptual Disembedding Ability

1983 ◽  
Vol 57 (1) ◽  
pp. 107-110 ◽  
Author(s):  
R. N. Hughes
Keyword(s):  
Nursing Students ◽  
Menstrual Cycle ◽  
Oral Contraceptives ◽  
Student Nurses ◽  
Psychology Students ◽  
Embedded Figures Test ◽  
Embedded Figures ◽  
Group Embedded Figures Test ◽  
Ability Beliefs

Volunteer female psychology undergraduates ( n = 44) and nursing students ( n = 49) were asked to state the stage of their menstrual cycle immediately after completion of the Group Embedded Figures Test of perceptual disembedding. Psychology students tested during the equivalent of days 11–17 of an average 28-day cycle made more errors than those tested near the beginning or end. This relation did not hold for student nurses, whether on oral contraceptives or not. Results appear unexplained by estrogen-induced impairments of inhibition-based perceptual disembedding ability. Beliefs about menstrual-cycle effects may have increased motivation from a perceived disadvantage during menstrual and premenstrual phases and led to better performance of psychology students in these phases.

Validation of a Children's Group Embedded Figures Test

1977 ◽  
Vol 44 (3_suppl) ◽  
pp. 1259-1263 ◽  
Author(s):  
Marlaine E. Lockheed ◽  
Abigail M. Harris ◽  
Meredith K. Stone ◽  
Mary Lee Fitzgerald
Keyword(s):  
Field Dependence ◽  
Fourth Grade ◽  
Fifth Grade ◽  
Concurrent Validation ◽  
Embedded Figures Test ◽  
Embedded Figures ◽  
Body Concept ◽  
Group Embedded Figures Test ◽  
Rod And Frame Test ◽  
Rod And Frame

This paper describes the development and concurrent validation of a group-administered measure of field dependence for children. Subjects were 34 girls and 39 boys in the fourth-grade, and 35 girls and 40 boys in the fifth-grade. This measure was correlated with the Articulation of Body Concept measure for fourth-grade girls ( r = —.42) and boys ( r = —.59), and for fifth-grade girls ( r = —.64) and boys ( r = —.46). It was also correlated with scores on the Portable Rod-and-Frame Test for girls ( r = —.51) and boys ( r = —.39) at the fourth-grade.

Effects of Speed Vs Accuracy Instructions and Field Dependence on College Students' Digit-Symbol Matching Performance

1991 ◽  
Vol 73 (1) ◽  
pp. 314-314 ◽  
Author(s):  
Jane L Wong ◽  
Andrew R. Gilpin
Keyword(s):  
College Students ◽  
Field Dependence ◽  
Test Scores ◽  
Digit Symbol ◽  
Embedded Figures Test ◽  
Correct Digit ◽  
Field Independent ◽  
Embedded Figures ◽  
Matching Performance ◽  
Group Embedded Figures Test

Correct digit-symbol matches of 68 women were significantly higher than those of 26 men. Speed instructions led to higher scores than those for accuracy or a neutral approach. Field dependence (Group Embedded Figures Test scores) interacted with instructions and field independent subjects scored higher when instructed to be accurate.

Group Embedded Figures Test: Psychometric Data for a Sample of High School Students

1985 ◽  
Vol 61 (3_suppl) ◽  
pp. 1243-1248 ◽  
Author(s):  
Michael D. Leahy ◽  
Suleiman D. Zalatimo
Keyword(s):  
High School ◽  
High School Students ◽  
Test Time ◽  
Public High School ◽  
Field Independence ◽  
School Students ◽  
Present Sample ◽  
Embedded Figures Test ◽  
Embedded Figures ◽  
Group Embedded Figures Test

The present study examined psychometric and normative data for a sample of 259 public high school sophomores (122 boys and 137 girls) who had been administered the Group Embedded Figures Test. For the combined group a Spearman-Brown coefficient of internal consistency of .88 was obtained between Sections 2 and 3 of the test. The present sample was significantly more field-dependent than the normative groups reported by other investigators, and no sex differences was observed with respect to field dependence/field independence. It is recommended that test time for administration of this instrument be extended to 6 min. for each section for samples of high school age.

Psychometric Data on the Group Embedded Figures Test for a Sample of Adult Learners

1987 ◽  
Vol 65 (2) ◽  
pp. 583-586 ◽  
Author(s):  
Anne L. Cummings ◽  
Harry G. Murray
Keyword(s):  
Sex Differences ◽  
Adult Learners ◽  
Internal Consistency ◽  
Distribution Characteristics ◽  
Embedded Figures Test ◽  
Psychometric Data ◽  
Embedded Figures ◽  
Group Embedded Figures Test

The Group Embedded Figures Test (GEFT) was administered to 70 teachers taking a counseling course. Distribution characteristics, reliability, internal consistency, and sex differences are presented.

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