Field Dependence-Field Independence in 5- to 10-Year-Old Children

1971 ◽  
Vol 64 (9) ◽  
pp. 397-400 ◽  
Author(s):  
Gordon S. Bigelow
Keyword(s):  
Field Dependence ◽  
Field Independence

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.

Field Dependence and Accuracy of Comparison of Time Intervals

1967 ◽  
Vol 24 (2) ◽  
pp. 467-472 ◽  
Author(s):  
P. Du Preez
Keyword(s):  
Field Dependence ◽  
Sensory Modality ◽  
Visual Signals ◽  
Time Judgment ◽  
Male Students ◽  
Time Interval ◽  
Field Independence ◽  
Time Intervals ◽  
Embedded Figures Test ◽  
Rod And Frame Test

The relations between (a) field dependence and accuracy of time judgment, (b) extraversion and reproduction of time, (c) neuroticism and accuracy of time judgment, and (d) auditory and visual comparisons of time intervals were studied, using 50 male students as Ss. Field dependence was assessed by the Rod and Frame Test (RFT) and the Thurstone (1944) version of the Gottschaldt Embedded Figures Test (EFT). Extraversion and neuroticism were assessed by means of the MPI. In making time judgments, S had to adjust the second of two signals so as to equal the time interval of the first. The signals varied in sensory modality (auditory and visual signals were compared) and in complexity (symphonic music, a projected picture, and a pure tone and light were used). Accuracy in time judgment did not correlate with field independence, extraversion was positively, though weakly related to time judgment; neuroticism did not relate to accuracy of time judgment, and no differences were found when auditory and visual time intervals were compared.

Field Dependence-Independence in Male Engineering, Science and Education Students

1980 ◽  
Vol 51 (3_suppl2) ◽  
pp. 1289-1290 ◽  
Author(s):  
G. Lotwick ◽  
A. Simon ◽  
L. O. Ward
Keyword(s):  
Field Dependence ◽  
Intelligence Test ◽  
Engineering Science ◽  
Full Time ◽  
Science Students ◽  
Field Independence ◽  
Education Students ◽  
Science And Education ◽  
Rod And Frame Test ◽  
Rod And Frame

Subjects, all full-time polytechnic students studying engineering, science and education ( ns = 64, 10, 17), took the AH5 Intelligence Test and the modified rod-and-frame test. Significant differences between education students and others were found, indicating greater field-independence for the former, but no such differences were found between engineering and science students.

Accommodating Instruction to Learners' Field Independence/Dependence: A Study of Effects on Achievement and Attitudes

1986 ◽  
Vol 62 (3) ◽  
pp. 967-974 ◽  
Author(s):  
Glennelle Halpin ◽  
Helen Peterson
Keyword(s):  
Graduate Students ◽  
Cognitive Style ◽  
Field Dependence ◽  
Field Independence ◽  
Study Materials ◽  
Educational Implications ◽  
Univariate Analyses

Subjects (N = 221 undergraduate and graduate students) were randomly assigned printed study materials matched/mismatched with their cognitive style. Field independence and field dependence were the stylistic dimensions considered. Multivariate and univariate analyses yielded significant differences in achievement and attitudes as a function of cognitive style and college status but not of matching/mismatching instruction to cognitive style. Educational implications are discussed.

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.

Event-related potentials in adolescents with different cognitive styles: field dependence and field independence

2011 ◽  
Vol 216 (2) ◽  
pp. 231-241 ◽  
Author(s):  
Xianghong Meng ◽  
Wei Mao ◽  
Wei Sun ◽  
Xiating Zhang ◽  
Chunyu Han ◽  
...  
Keyword(s):  
Field Dependence ◽  
Cognitive Styles ◽  
Event Related Potentials ◽  
Field Independence ◽  
Related Potentials
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