scholarly journals Probabilistic Thinking Ability of Students Viewed from Their Field Independent and Field Dependent Cognitive Style

2017 ◽  
Vol 824 ◽  
pp. 012050 ◽  
Author(s):  
A Taram
Keyword(s):  
Cognitive Style ◽  
Probabilistic Thinking ◽  
Field Independent ◽  
Thinking Ability ◽  
Field Dependent

Field Dependence and the Differentiation of Affective States

1981 ◽  
Vol 139 (1) ◽  
pp. 52-58 ◽  
Author(s):  
Katharine R. Parkes
Keyword(s):  
Sex Differences ◽  
Social Class ◽  
Cognitive Style ◽  
Field Dependence ◽  
Normal Female ◽  
Cognitive Symptoms ◽  
Affective States ◽  
Clear Cut ◽  
Field Independent ◽  
Field Dependent

SummaryThe extent to which anxiety, irritability and depression were differentiated as separate entities associated with characteristic patterns of somatic and cognitive symptoms by field dependent (FD) and field independent (Fl) normal female subjects was studied with the Hidden Figures Test and Unpleasant Emotions Questionnaire. In the Fl group the correlations between the three emotions were low and non-significant, reflecting a clear-cut differentiation in symptom configuration, as shown by psychiatrists. In the FD group the inter-correlations were significant and positive, corresponding to relatively poor symptom differentiation, comparable to that of a psychiatric patient group. This suggests that the cognitive style variable of field dependence may underly differences in symptom differentiation associated with psychiatrist/patient differences and, more generally, with social class and sex differences.

scholarly journals Peculiarities of management of cognitive barriers in educational activity of students with field-independent and field-dependent styles

2020 ◽  
pp. 54-65
Author(s):  
Ngo Thi Nga
Keyword(s):  
Cognitive Style ◽  
Cognitive Activity ◽  
Educational Activity ◽  
Professional Activities ◽  
Cognitive Difficulties ◽  
Field Independent ◽  
Field Dependent

The survey is dedicated to the identification of cognitive barriers in educational and professional activities among students with field-dependent and field-independent styles of cognitive activity. For these purposes, we used the principle of taxonomy proposed by B. Bloom (“the taxonomy of the levels of knowledge of Benjamin Blum”), as well as the “Gottschaldt figures” technique. The results show that the cognitive style is a factor influencing the level of cognitive difficulties.

scholarly journals The effect of problem based learning by cognitive style on critical thinking skills and student retention

2020 ◽  
Vol 10 (2) ◽  
pp. 271
Author(s):  
Syamsul Arifin ◽  
Punadji Setyosari ◽  
Cholis Sa’dijah ◽  
Dedi Kuswandi
Keyword(s):  
Critical Thinking ◽  
Student Retention ◽  
Cognitive Style ◽  
Cognitive Styles ◽  
Problem Based Learning ◽  
Thinking Skills ◽  
Learning Model ◽  
Critical Thinking Skills ◽  
Field Independent ◽  
Field Dependent

The purpose of this research is to compare the effectiveness of learning models to develop student critical thinking skills and retention in mathematics through the application of Problem Based Learning (PBL) models and multimedia assisted Direct Instruction (DI) models for students who have different cognitive styles. This research is quasi-experimental type, using non-equivalent control group design. Subject of this research are students in three different senior high school with two class samples in each school. There are 102 students of control class with Direct Instruction learning model by multimedia and 97 students of experiment class with Problem Based Learning model. The instrument of this research are test and questionnaires. The findings of this research are that there are significant differences in student critical thinking skills and retention between groups of student with Field Dependent (FD) and Field Independent (FI) cognitive styles and also between group of student with Direct Instruction model and Problem Based Learning model. Each learning model has interaction with critical thinking skills but not student retention. This research is useful for educators to develop students critical thinking skills processes with an effective learning model approach especially for senior high school students. The educators can know the interaction of cognitive styles with student retention, the extent to which cognitive styles are able to have an impact on student retention. This research provides knowledge an effective learning model to develop critical thinking skills and retention of student both Field Dependent and Field Independent cognitive style. Based on cognitive style, Field Independent students have higher retention and critical thinking skills compared to Field Dependent students.

COGNITIVE STYLE PERFORMANCE AND FORM DISCRIMINATION

1973 ◽  
Vol 1 (1) ◽  
pp. 17-22 ◽  
Author(s):  
Glen M. Vaught ◽  
Paul A. Roodin
Keyword(s):  
College Students ◽  
Cognitive Style ◽  
Field Dependence ◽  
Active Touch ◽  
Female College Students ◽  
Form Discrimination ◽  
Female College ◽  
Passive Touch ◽  
Field Independent ◽  
Field Dependent

Forty-two male and 42 female college students were subdivided into field independent, medium, and field dependent identity groups and matched for sex. Each subject was given 24 active and 24 passive touch form discrimination trials. The results showed that active touch form discrimination yielded fewer errors than passive touch and that females were better form discriminators than males. The interaction between field dependence, form discrimination and sex showed that in contrast to field independent subjects, field dependent males made more form discrimination errors while females improved. This interaction is discussed in relation to the field dependence literature.

Can College Academic Performance Be Predicted Using a Measure of Cognitive Style?

1996 ◽  
Vol 24 (4) ◽  
pp. 375-379 ◽  
Author(s):  
Ray Griffin ◽  
Godfrey Franklin
Keyword(s):  
Factor Analysis ◽  
Cognitive Style ◽  
Test Performance ◽  
Embedded Figures Test ◽  
Field Independent ◽  
Test Number ◽  
Field Dependent ◽  
Two Factors ◽  
Academic Potential ◽  
Correct Criterion

One hundred and forty-three subjects were identified as Field Independent or Field Dependent based on their performance on the Group Embedded Figures Test, a measure of cognitive style. Results indicated that Field Independent students performed significantly better on course tests and had higher academic potential as measured by the ACT, than Field Dependent students. A regression analysis was conducted to determine which measures would contribute variance to a course test (number correct) criterion. Although both the GEFT and the ACT were significantly related to course test performance, only the ACT contributed significant variance to the regression, F(1,141) = 12.99, r=.29, p <.01. A Principal Components Factor Analysis applied to the GEFT, ACT, and course test data identified two factors. The course tests were associated with factor 1 while the GEFT and ACT were more closely associated with factor 2. The regression and factor analysis results suggest that the ACT and GEFT tests are measuring similar or related constructs for this sample of subjects.

scholarly journals Field Dependence-Independence in Second-Language Acquisition: Some Forgotten Aspects

1998 ◽  
Vol 1 ◽  
pp. 32-38 ◽  
Author(s):  
Carolina Tinajero ◽  
Fernanda Páramo
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Cognitive Style ◽  
Field Dependence ◽  
Embedded Figures Test ◽  
Cognitive Components ◽  
Field Independent ◽  
Field Dependent ◽  
Z Scores

This study examined the role of sex and intelligence in the relationship between field dependence-independence and second language acquisition for a sample of 383 students (187 girls and 196 boys) aged between 13 and 16. The Portable Rod and Frame Test (PRFT) and the Embedded Figures Test (EFT) were used to evaluate cognitive style. A two-way covariance analysis, with intelligence as the covariate, was employed to investigate differences in second language achievement between students classified as either field-dependent or field-independent. A cluster analysis using z scores was examined to study the performance of subjects classified as either field-dependent or field-independent according to scores obtained on the EFT and the PRFT (“coincident” subjects) and those classified as field-dependent in one test and field-independent in the other (“non-coincident” subjects). No statistically significant differences between the two groups were obtained when cognitive style was defined by scores on the PRFT. When field dependence-independence was measured by scores on the EFT, field-independent girls performed better than field-dependent girls (p < .005), but this outcome was not observed for boys. These results suggest a differential contribution of the “perceptive” and “cognitive” components of field dependence-independence and a modulating role by sex.

Stability of Self-Concept in Field-Dependent and Field-Independent Children

1976 ◽  
Vol 42 (3_suppl) ◽  
pp. 1279-1282 ◽  
Author(s):  
Walter G. McIntire ◽  
Robert J. Drummond
Keyword(s):  
Cognitive Style ◽  
Self Concept ◽  
Field Independent ◽  
Field Dependent

Changes in self-concept patterns of field-independent and field-dependent pre-adolescents ( n = 63) were examined. No pattern of change was found by either sex or cognitive style.

scholarly journals Metaphorical Thinking of Students in Solving Algebraic Problems based on Their Cognitive Styles

2021 ◽  
Vol 8 (1) ◽  
pp. 75-89
Author(s):  
Muthmainnah Muthmainnah ◽  
Marwan Ramli ◽  
M Ikhsan
Keyword(s):  
Cognitive Style ◽  
Junior High School ◽  
Cognitive Styles ◽  
Real Life ◽  
Metaphorical Thinking ◽  
Algebraic Problem ◽  
Field Independent ◽  
Field Dependent ◽  
Looking Back ◽  
Banda Aceh

One of thinking concepts which connects real life to mathematics is called metaphorical thinking. Metaphor and modelling are two closely related concepts. Besides, each individual performs different cognitive styles, such as field independent (FI) and field dependent (FD) cognitive styles. This factor possibly leads to different metaphorical thinking in solving algebraic problems. The participants of this qualitative research consist of two students at grade 7 of one of junior high school in Banda Aceh, Indonesia, with FI and FD as their cognitive styles. Based on the findings, it is found that: 1) Metaphorical thinking of the student with FI cognitive style in solving the algebraic problem in the stage of understanding the problem, devising a plan, carrying out the plan, and looking back is considered to achieve the target for each criteria of CREATE; 2) Metaphorical thinking of the student with FD cognitive style in solving the problem in the all four stages but could not reveal all criteria mentioned in CREATE. This happens as the student is unable to find the appropriate metaphor to the algebraic problem. Therefore, the student does not need to explain the suitability of the metaphor to the algebraic problem.

scholarly journals PROFIL TAKSONOMI PENGETAHUAN SISWA SMP DALAMPEMECAHAN MASALAH SOAL CERITA SISTEM PERSAMAAN LINEAR DUA VARIABEL DITINJAU DARI GAYA KOGNITIF

2018 ◽  
Vol 1 (2) ◽  
pp. 103
Author(s):  
Rahmawati Patta
Keyword(s):  
Qualitative Research ◽  
Linear Equation ◽  
Cognitive Style ◽  
Equation System ◽  
Subject Field ◽  
Story Problem ◽  
Field Independent ◽  
Linear Equation System ◽  
Field Dependent ◽  
Main Instrument

The Study aimed at discovering (1) the profile of  knowledge taxonomy of student in solving story problem of linear equation system of two variables based on cognitive style, (2) the comparison of knowledge taxonomy of student in solving story problem of linear equation system of two variables based on cognitive style.The Study is a qualitative research. The instrument of the study was the researcher himself as the main instrument guided by tasks in solving story problem of linear equation system of two variables and a valid, reliable guided interview. Data were collected by conducting task based interview. The subjects of the study were two grade VIII students of SMPN 5 Marioriwawo in Soppeng district consisted of one student who categorized as field independent named as SFI (subject field independent) and one student who categorized as field dependent named as SFD (subject field dependent). 

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