Field Dependence and Target Identification

Target identification has usually been studied with respect to environmental parameters which affect the performance of the “human operator.” Rather than use this method, which treats individual differences as sources of error, the investigators studied individual differences and related them to Witkin's concept of perceptual style. Witkin and his associates were able to differentiate subjects on their ability to pull a visual item from an embedding context. Two experiments were conducted using the Embedded Figures Test (EFT) as a measure of perceptual style. Significant correlations between perceptual style and the ability to correctly identify targets in aerial photographs were found. Since a great deal of research has been conducted in the area of perceptual style, it is possible to utilize this research in connection with problems associated with target identification. Implications in the areas of experimental design, selection, and training were discussed.

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Developing the Leuven Embedded Figures Test (L-EFT): testing the stimulus features that influence embedding

PeerJ ◽

10.7717/peerj.2862 ◽

2017 ◽

Vol 5 ◽

pp. e2862 ◽

Cited By ~ 8

Author(s):

Lee de-Wit ◽

Hanne Huygelier ◽

Ruth Van der Hallen ◽

Rebecca Chamberlain ◽

Johan Wagemans

Keyword(s):

Individual Differences ◽

Perceptual Grouping ◽

Response Times ◽

Autism Spectrum ◽

Good Continuation ◽

Embedded Figures Test ◽

Lower Accuracy ◽

Embedded Figures ◽

Perceptual Style ◽

Stimulus Features

BackgroundThe Embedded Figures Test (EFT, developed by Witkin and colleagues (1971)) has been used extensively in research on individual differences, particularly in the study of autism spectrum disorder. The EFT was originally conceptualized as a measure of field (in)dependence, but in recent years performance on the EFT has been interpreted as a measure of local versus global perceptual style. Although many have used the EFT to measure perceptual style, relatively few have focused on understanding the stimulus features that cause a shape to become embedded. The primary aim of this work was to investigate the relation between the strength of embedding and perceptual grouping on a group level.MethodNew embedded figure stimuli (both targets and contexts) were developed in which stimulus features that may influence perceptual grouping were explicitly manipulated. The symmetry, closure and complexity of the target shape were manipulated as well as its good continuation by varying the number of lines from the target that continued into the context. We evaluated the effect of these four stimulus features on target detection in a new embedded figures task (Leuven Embedded Figures Test, L-EFT) in a group of undergraduate psychology students. The results were then replicated in a second experiment using a slightly different version of the task.ResultsStimulus features that influence perceptual grouping, especially good continuation and symmetry, clearly affected performance (lower accuracy, slower response times) on the L-EFT. Closure did not yield results in line with our predictions.DiscussionThese results show that some stimulus features, which are known to affect perceptual grouping, also influence how effectively a stimulus becomes embedded in different contexts. Whether these results imply that the EFT measures individual differences in perceptual grouping ability must be further investigated.

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Sports Skill Classification, Gender, and Perceptual Style

Perceptual and Motor Skills ◽

10.1177/003151259508100250 ◽

1995 ◽

Vol 81 (2) ◽

pp. 611-620 ◽

Cited By ~ 11

Author(s):

Frank Brady

Keyword(s):

Undergraduate Students ◽

Test Analysis ◽

Embedded Figures Test ◽

Field Independent ◽

Embedded Figures ◽

Perceptual Style ◽

And Gender ◽

Relationship Of ◽

Rod And Frame Test ◽

Rod And Frame

This study was designed to examine the relationship of sport classification and gender to perceptual style. 102 male and female undergraduate students from open-skilled, closed-skilled and nonathletic groups were administered the Rod and Frame Test and the Embedded Figures Test. Analysis of variance indicated men to be more field independent than women on the Rod and Frame Test, while there were no gender differences on the Embedded Figures Test. Athletes performing open and closed skills scored significantly more field independent on the Rod and Frame Test than the nonathletes. There were no significant differences among the groups on the Embedded Figures Test. No correlation between the two measures of perceptual style was obtained.

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The Question of Constitutional Influence on Perceptual Style

Perceptual and Motor Skills ◽

10.2466/pms.1965.20.2.419 ◽

1965 ◽

Vol 20 (2) ◽

pp. 419-420 ◽

Cited By ~ 7

Author(s):

Irving R. Stuart ◽

A. Breslow ◽

S. Brechner ◽

Rosemary B. Ilyus ◽

M. Wolpoff

Keyword(s):

Comparative Study ◽

Sex Difference ◽

Short Form ◽

Perceptual Field ◽

Embedded Figures Test ◽

Field Dependency ◽

Embedded Figures ◽

Perceptual Style

Questions concerning constitutional influence on perceptual style were answered in the affirmative by a comparative study of the field-dependency of identical and fraternal twins as measured by Witkin's Embedded Figures Test, Short Form. The results also contradicted previous findings that there is a significant sex difference in dependence upon the perceptual field.

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Perceptual Style and Instruction in the Acquisition of Qualitative Analysis of Movement by Majors in Elementary Education

Perceptual and Motor Skills ◽

10.2466/pms.1992.74.2.579 ◽

1992 ◽

Vol 74 (2) ◽

pp. 579-583 ◽

Cited By ~ 6

Author(s):

Craig Morrison ◽

Jean Reeve

Keyword(s):

Elementary Education ◽

Qualitative Analysis ◽

Analysis Of Variance ◽

Control Group ◽

Education Majors ◽

Elementary Education Majors ◽

Embedded Figures Test ◽

The Third ◽

Embedded Figures ◽

Perceptual Style

This study examined the effects of videotaped instruction and perceptual style on 98 undergraduate elementary education majors' (77 women, 21 men) ability to learn to analyze movement by children. Scores from the Group Embedded Figures Test were used to stratify the subjects by quartiles. Students from each of the quartiles were randomly assigned to either the instruction or the control group. All subjects viewed a pre- and posttest and were separated for treatment. The instructed group watched a videotape of children throwing, catching, and striking while the control group did unrelated activity. A three-way analysis of variance gave significant effects for treatment, tests and the interactions of perceptual style and treatment and of tests and treatment. Instruction was superior to no instruction. The third quartile scorers in the instructed group had higher scores at posttest than those from the third quartile in the control group.

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Analytic-Perceptual Style and Verbal Conditioning

Perceptual and Motor Skills ◽

10.2466/pms.1971.32.2.631 ◽

1971 ◽

Vol 32 (2) ◽

pp. 631-636 ◽

Cited By ~ 1

Author(s):

Joseph Becker ◽

Ronald M. Doctor ◽

Manuel Miranda ◽

Jean Wallace

Keyword(s):

Linear Regression ◽

Multiple Linear Regression ◽

Verbal Conditioning ◽

Triple Interaction ◽

Conditioning Paradigm ◽

Embedded Figures Test ◽

Embedded Figures ◽

Perceptual Style ◽

Limited Support ◽

Linear Contrasts

Relations among analytic-perceptual style, awareness, and desire for reinforcement within a Taffel-type verbal conditioning paradigm were assessed. Witkin's Embedded-figures Test and Mayman's Rorschach form level scores were analyzed separately as indices of analytic-style. Data were analyzed by multiple linear regression with linear contrasts. Embedded-figure scores did not relate to any others. But form level interactions with awareness and desire for reinforcement and a triple interaction provided limited support for the hypothesis that an active analytic style facilitates awareness and verbal conditioning, if the reinforcer is desired.

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Perceptual Style and Reading Ability: Implications for an Instructional Approach

Perceptual and Motor Skills ◽

10.2466/pms.1967.24.1.135 ◽

1967 ◽

Vol 24 (1) ◽

pp. 135-138 ◽

Cited By ~ 40

Author(s):

Irving R. Stuart

Keyword(s):

Reading Instruction ◽

Reading Ability ◽

Strong Positive Correlation ◽

Instructional Approach ◽

Field Independence ◽

Positive Correlation ◽

Embedded Figures Test ◽

Embedded Figures ◽

Perceptual Style ◽

Perceptual Styles

A strong positive correlation obtained between field independence (Witkin's Embedded Figures Test), and reading grade achievement. Identification of individual perceptual styles before initiating reading instruction seems justifiable for optimum results.

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Group Embedded Figures Test (GEFT): Individual Differences, Performance, and Learning Effects

Educational and Psychological Measurement ◽

10.1177/001316448904900419 ◽

1989 ◽

Vol 49 (4) ◽

pp. 951-959 ◽

Cited By ~ 8

Author(s):

Peter P. Mykytyn

Keyword(s):

Individual Differences ◽

Learning Effects ◽

Embedded Figures Test ◽

Embedded Figures ◽

Group Embedded Figures Test

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Analysis of Students' Perceptual Styles and Their Use of Multimedia

Perceptual and Motor Skills ◽

10.2466/pms.1994.79.1.643 ◽

1994 ◽

Vol 79 (1) ◽

pp. 643-649 ◽

Cited By ~ 9

Author(s):

Diane K. Frey

Keyword(s):

Study Time ◽

Visual Images ◽

Assessment Procedure ◽

Field Independence ◽

Written Text ◽

Line Drawings ◽

Embedded Figures Test ◽

Embedded Figures ◽

Perceptual Style ◽

Perceptual Styles

The relationships between students' perceptual styles (field independence-dependence-neutral) and the students' preferences for visual images as well as written text and narrative sound within a multimedia lesson have been studied. Of particular importance was the students' study time (minutes) among three media. 70 students of historic costume completed the Group Embedded Figures Test and a multimedia lesson distinguishing costumes of 1875, 1880, and 1885. Significantly more time was spent studying both visual images and written text than in listening to narrative sound; however, visual images were selected significantly more often than text or sound, in that order. Subjects chose and studied detailed fashion illustrations significantly more than the simplified line drawings and significantly increased their knowledge about costumes of 1875 to 1885. No association of students' perceptual style with any assessment procedure was noted.

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