Adapting software to the user's cognitive style: field dependence-field independence

1990 ◽  
Author(s):  
David W. Valentine
Keyword(s):  
Cognitive Style ◽  
Field Dependence ◽  
Field Independence

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.

scholarly journals SOCIOMETRIC CHARACTERISTICS OF THE EFFECTIVENESS OF TEAM INTERACTION OF INDIVIDUALS WITH DIFFERENT EXPRESSION OF A FIELD-DEPENDENT COGNITIVE STYLE

2020 ◽  
Vol 13 (3) ◽  
pp. 71-79
Author(s):  
Irina Ivanovna Shoshina ◽  
Elena Evgenievna Chauzova
Keyword(s):  
Cognitive Style ◽  
Interpersonal Communication ◽  
Field Dependence ◽  
Cognitive Styles ◽  
Polar Field ◽  
Interpersonal Interaction ◽  
Field Independence ◽  
Intellectual Activity ◽  
Team Interaction ◽  
Field Dependent

Background: The effectiveness of team interaction is often assessed through sociometric indicators, namely sociometric status and emotional reciprocity. At the same time, interpersonal interaction is a cognitive process, since it includes such mental processes as perception, categorization, thinking, speech, etc., which serve for information processing. These individual differences in the way information is processed underlie the concept of cognitive styles. Therefore, cognitive styles can hypothetically be considered as characteristics of interpersonal interaction and a predictor of its effectiveness. Aim: The paper aims to determine the sociometric characteristics of the effectiveness of team interaction of persons with different degree of the field-dependent cognitive style. Materials and methods. To assess field-dependence/field-independence, the Gottschaldt Embedded Figures method was used. The effectiveness of team interaction was assessed using the Moreno small group study method. Statistical analysis was performed with the Mann-Whitney test using IBM SPSS Statistics 23. Results. It was found that persons with a mobile field-dependent cognitive style had a significantly higher hierarchical position and a stable position in the system of nterpersonal relations compared with persons with a polar field-dependent cognitive style. Evidence was obtained on the splitting of field dependence into polar field-dependent and mobile field-dependent styles. Conclusion. Field-dependence/field-independence can be considered as one of the basic inner qualities of a person's intellectual activity, which influences his/her behavior and interpersonal communication.

Cognitive Styles: Illusory Phenomena

1985 ◽  
Vol 60 (1) ◽  
pp. 201-202 ◽  
Author(s):  
Diane J. Schiano ◽  
Hou-Can Zhang
Keyword(s):  
Cognitive Style ◽  
Field Dependence ◽  
Negative Correlation ◽  
Cognitive Styles ◽  
Illusion Magnitude ◽  
Significant Negative Correlation ◽  
Research Field ◽  
Stimulus Field ◽  
Field Independence ◽  
The Relationship

The relationship between cognitive style and illusion magnitude was examined using the assimilation and contrast Delboeuf distortions. As in previous research, field dependence correlated positively with assimilation; however, a significant negative correlation with contrast was also found, suggesting that, while field dependence may involve the illusory integration of the stimulus field, field independence may involve its equally illusory differentiation.

Teaching Strategies, Modes of Evaluation, and Field-Dependence Factor

1981 ◽  
Vol 52 (1) ◽  
pp. 163-173 ◽  
Author(s):  
Guy L. Provost
Keyword(s):  
Cognitive Style ◽  
Field Dependence ◽  
Teaching Strategies ◽  
Significant Interaction ◽  
Cognitive Styles ◽  
Field Independence ◽  
Active Responding ◽  
Female Subjects

The objective of this study was to investigate the possible interactions of aptitude and treatment between (a) two teaching strategies and the cognitive styles of field-dependence and field-independence and (b) two modes of evaluation and the same cognitive styles. Subjects high on the cognitive style scale scored higher on all the posttests. However, no interactions of treatment and cognitive style were found. A significant interaction of sex and treatment occurred on measures of affect and motivation. It shows that female subjects preferred the passive-responding treatment over the active-responding treatment. They worked harder on their preferred treatment and also reached significantly higher performance scores. The exact opposite was true for the males who preferred, worked harder, and obtained higher performance scores with the active-responding treatment. The expected interaction between the cognitive styles and the modes of evaluation was not observed.

scholarly journals PENGARUH METODE PEMBELAJARAN PEMECAHAN MASALAH DAN GAYA KOGNITIF TERHADAP HASIL BELAJAR MATEMATIKA

Akademika ◽  
2018 ◽  
Vol 7 (01) ◽  
pp. 43-71
Author(s):  
Nurhayati Na ◽  
Khasanah Na
Keyword(s):  
Problem Solving ◽  
Cognitive Style ◽  
Learning Outcomes ◽  
Field Dependence ◽  
Teaching Method ◽  
Mathematics Learning ◽  
Cognitive Styles ◽  
Field Independence ◽  
Learning Problem ◽  
Expository Teaching

This study aimed to determine : ( 1 ) The difference in student learningoutcomes treated with problem-solving learning method is higher than student learningoutcomes treated with expository teaching methods , (2 ) interaction between learningmethod with cognitive style on learning outcomes of mathematics ; ( 3 ) the results of themathematical learning of students who have cognitive style field independence givenlearning problem-solving methods of treatment is higher than the expository method , (4 )the results of the mathematical learning of students who have cognitive style fielddependence given treatment expository teaching method is higher than the problemsolving methods . The hypothesis in this study were 1 ) There are differences in studentlearning outcomes treated with the methods of learning and problem solving expositoryteaching methods ; 2 ) There is an interaction between cognitive styles and teachingmethods on learning outcomes of mathematics ; 3 ) mathematics learning outcomes ofstudents who have cognitive style field independence given learning problem-solvingmethods of treatment is higher than the expository method ; 4 ) mathematics learningoutcomes of students who have cognitive style field dependence given treatmentexpository teaching method is higher than the methods of solving problems . The targetpopulation is the entire fourth grade students SDIT Al - Izzah Serang Banten whichtotaled 173 students . Samples were taken with a random sampling technique thatrandomly select each of the two ( 2 ) classes to be treated with the use of teachingmethods and classroom problem solving using learning methods usedekspositori.Instrumen untukmendapatkan data through student learning outcomesvariable ( Y ) using tests of cognitive learning outcomes , cognitive style variables usingtests of cognitive style Group embedded Figures test ( GEFT ) . The results showed that :First , the results of student learning using a problem -solving method of teaching ishigher than that using the expository method , value sig = 0.009 < α = 0.05 . Second ,there was an interaction between cognitive styles and learning methods , Value sig = 0.00< α = 0.05 , F value = 5.168 > F = 3.99 . Third , mathematics learning outcomes ofstudents who have cognitive style field independence given learning problem-solvingmethods of treatment is higher than the expository method , with the results Qhitung >Qtabel ( 4.55 > 2.95 ) . Mathematics learning outcomes of students who have thecognitive style of field dependence given treatment expository teaching method is higherthan the methods of solving problems , with the result Qhitung > Qtabel (3.03 > 2.95 )

scholarly journals TOWARDS LINGUISTIC PARAMETERS OF FIELD DEPENDENCE/FIELD INDEPENDENCE COGNITIVE STYLE

2020 ◽  
pp. 80-86
Author(s):  
Ирина Александровна Степанова
Keyword(s):  
Cognitive Style ◽  
Field Dependence ◽  
Cognitive Styles ◽  
Field Independence ◽  
Field Dependency ◽  
Syntactic Features ◽  
Secondary Text

Анализируются характеристики параметров языковой личности на основе концепции когнитивных стилей. Дается детальное описание стиля «полезависимость/поленезависимость» и методики выявления полюсов этого стиля. Исследуются языковые реализации текстовой репродуктивной деятельности респондентов. Рассмотрен экспонентный уровень языковой личности - семантикосинтаксические особенности вторичной вербализации текста носителями данного когнитивного стиля. The article describes parameters of the linguistic persona within the concept of cognitive styles. The opposite poles of the field-dependency style continuum are characterized, as well as the techniques of detecting respondent belonging to the poles. The author characterizes language manifestations of the respondent textual reproduction activities. The exponential level of the linguistic persona is described from the angle of the semantic-syntactic features of the secondary text verbalization by the style holders.

Age-Related Changes in Field Dependence–Independence and Implications for Geriatric Rehabilitation: A Review

2018 ◽  
Vol 125 (2) ◽  
pp. 234-250 ◽  
Author(s):  
John S. Y. Chan ◽  
Jin H. Yan
Keyword(s):  
Cognitive Style ◽  
Field Dependence ◽  
Behavioral Interventions ◽  
Skill Learning ◽  
Future Research ◽  
Geriatric Rehabilitation ◽  
Compensatory Mechanism ◽  
Human Aging ◽  
Field Independence ◽  
Age Related

Human aging is a dynamic life-long process and an inevitable experience. As the average age of the world’s population rises, demands for effective geriatric rehabilitation dramatically increase. An important consideration for enhancing geriatric behavioral interventions is to better understand aging characteristics in perceptual, cognitive, and motor performances. A general shift in cognitive style from field independence to field dependence has been consistently observed during human aging, as older adults show a greater tendency to rely on environmental information, presumably reflecting a neuro-compensatory mechanism of reducing top-down control and relying instead on bottom-up processing. These changes in cognitive style can impact motor skill learning and relearning and, consequently, affect geriatric rehabilitation and behavioral treatments. In this article, we review research related to the cognitive style of field dependence and independence, and its dynamic associations with aging. We also identify implications of cognitive style for geriatric rehabilitation and explore future research.

Cognitive Style and Mathematics Learning: The Interaction of Field Independence and Instructional Treatment in Numeration Systems

1978 ◽  
Vol 9 (3) ◽  
pp. 163-174
Author(s):  
Douglas B. McLeod ◽  
Thomas P. Carpenter ◽  
Robert L. McCornack ◽  
Romualdas Skvarcius
Keyword(s):  
Cognitive Style ◽  
Field Dependence ◽  
Mathematics Learning ◽  
Two Dimensions ◽  
Field Independence ◽  
Level Of Abstraction ◽  
Field Independent ◽  
Treatment Interaction ◽  
Numeration Systems ◽  
And Mathematics

The relationship between a cognitive style variable, field-dependence-independence, and instructional treatments that differed in two dimensions of discovery learning, level of guidance and level of abstraction, was investigated. The four treatments used either minimum or maximum guidance with or without manipulative materials. The 116 subjects, all prospective elementary teachers, were pretested and then randomly assigned to treatments. Students were tested for immediate achievement at both the concrete and symbolic level, and then retested 4 weeks later. There was a significant (p<.05p<.05) aptitude-treatment interaction between field-dependence-independence (measured by the Hidden Figures Test) and level of guidance on two of the four dependent variables. As predicted, field-independent students did better with minimum guidance, whereas field-dependent students excelled with maximum guidance. Although there was one interaction between field-dependence-independence and level of abstraction, the data showed no consistent pattern for this dimension.

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