Judgments of Sentence Grammaticality and Field-Dependence of Subjects

1989 ◽  
Vol 69 (3-1) ◽  
pp. 739-747 ◽  
Author(s):  
Hiroshi Nagata
Keyword(s):  
Cognitive Style ◽  
Field Dependence ◽  
Negative Reinforcement ◽  
Field Independence ◽  
Stringent Criterion ◽  
Lead Field ◽  
Field Independent ◽  
Field Dependent ◽  
Independent Students

11 field-dependent and 14 field-independent students rated the relative grammaticality of sentences three times, with sentences presented repeatedly during the first and second judgments. All the subjects received negative reinforcement after the second judgments. Analyses showed that field-independent subjects tended to adopt a more stringent criterion on judgments after than before repetition, whereas no change in criterion was found for field-dependent subjects. Negative reinforcement showed only a tendency to lead field-dependent subjects toward greater change to a more lenient criterion than field-independent subjects. Change in judgments of grammaticality are reliably associated with the cognitive style of subjects, field dependence or field independence.

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.

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.

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.

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.

Field-Dependence and Stability of Self-View

1976 ◽  
Vol 43 (2) ◽  
pp. 563-566 ◽  
Author(s):  
Willem Claeys ◽  
Paul Deboeck ◽  
Nicole Viaene
Keyword(s):  
Field Dependence ◽  
Self Report ◽  
Personality Factor ◽  
Field Independence ◽  
Emotional Instability ◽  
Embedded Figures Test ◽  
Field Independent ◽  
Field Dependent ◽  
Embedded Figures ◽  
Second Year

Contrary to Witkin's opinion, field-dependent individuals are expected to show higher stability of self-view than field-independent individuals. 73 Belgian second-year university students were submitted to the Group Embedded Figures Test. The Five Personality Factor Test measuring extraversion, friendliness, emotional instability, conscientiousness and general culture, was administered to each student for self-description (self-report) and to both parents for description of the student (mother's report and father's report). The decrease of correlation between self-report and parent's report as a function of the degree of student's field-independence supports the authors' hypothesis. Results are interpreted in terms of closer attention of field-independent individuals to relevant cues.

Field Dependence-Independence and Self-Esteem in Pre-Adolescent Children

1975 ◽  
Vol 41 (1) ◽  
pp. 41-42 ◽  
Author(s):  
Walter M. Pawelkiewicz ◽  
Walter G. Mc Intire
Keyword(s):  
Field Dependence ◽  
Analysis Of Variance ◽  
Self Esteem ◽  
Inventory Analysis ◽  
Field Independence ◽  
Field Independent ◽  
Middle Range ◽  
Field Dependent ◽  
Rod And Frame Test ◽  
Rod And Frame

The field independence-dependence and self-esteem of 200 preadolescent boys and girls were studied using the Portable Rod-and-frame Test and the Coopersmith Self-esteem Inventory. Analysis of variance indicated that field-independent children had significantly higher self-esteem than middle-range and field-dependent individuals. A small significant correlation between field independence and high self-esteem obtained (–.24) but only for boys.

scholarly journals Comparison of Students' Covariational Reasoning Based on Differences in Field-Dependent and Field-Independent Cognitive Style

2020 ◽  
pp. 41-54
Author(s):  
Ulumul Umah
Keyword(s):  
Cognitive Style ◽  
Consistent Difference ◽  
Mental Action ◽  
Reasoning Process ◽  
Embedded Figures Test ◽  
Covariational Reasoning ◽  
Field Independent ◽  
Field Dependent ◽  
Independent Students ◽  
High Level

Students’ difficulty in calculus can be related to their ability in covariational reasoning in school or college. Reasoning process involves high-level cognition. Nevertheless, the relationship between cognitive style and covariational reasoning has not been investigated more specifically. Cognitive style in this study was characterized by field-dependent and field-independent category. This paper describes the covariational reasoning process of field-dependent and field-independent students while constructing the graph of dynamic events. Students’ cognitive style data obtained through the Group Embedded Figures Test (GEFT), while the covariational reasoning data obtained through the covariational problem test and verified by several interviews. The results showed that there was no significant consistent difference between field-dependent and field-independent students in their covariational reasoning level, but there were differences in students’ way of reacting to the context of the problems. Field-dependent subjects exhibited their mental action inconsistently when they faced a new problem that more complex than before. This finding indicated that we need to set the problem to make it an effective stimulus in developing student’s covariational reasoning ability.

scholarly journals Analyzing students’ abstraction in learning common tangent lines of two circles based on cognitive styles

2019 ◽  
Vol 12 (2) ◽  
pp. 94-108
Author(s):  
Wirani Sumekar ◽  
Farida Nurhasanah ◽  
Sutopo Sutopo
Keyword(s):  
Qualitative Research ◽  
Cognitive Style ◽  
Prior Knowledge ◽  
Cognitive Styles ◽  
Common Tangent ◽  
Field Independent ◽  
Field Dependent ◽  
Independent Students ◽  
Cognitive Actions ◽  
And Task

[English]: This study was aimed to describe the abstraction process of students with different cognitive styles in learning common tangent lines of two circles using recognizing, building-with, and construction (RBC) model. This qualitative research collected data through questionnaires, written tests, and task-based interviews. Eight students with field-dependent and field-independent were involved as the subjects. The interview transcripts were analyzed and grouped into cognitive actions of the RBC model. Findings showed that to reach the stage of construction activities, field-dependent students tend to need guidance and more time in recognizing and constructing the concept of a common tangent of two circles using their prior knowledge. Meanwhile, field-independent students tend to directly recognize and construct the concept using their prior knowledge so that they successfully constructed the concept of common tangent lines of two circles. This study shows that (1) field-dependent students use their prior knowledge that relates to the concept of common tangent lines of two circles less than field-independent students who tend to be able to use most of their prior knowledge relevant to the concept of common tangent lines of two circles, and (2) students who has similar cognitive style may not show the same success in abstraction process. Keywords: Abstraction, Circles, Common tangent line, Cognitive style, RBC Model [Bahasa]: Penelitian kualitatif ini bertujuan untuk mendeskripsikan abstraksi siswa SMP dengan gaya kognitif berbeda dalam mempelajari garis singgung pada dua lingkaran yang dianalisis menggunakan model RBC (Recognizing, Building-with, Construction). Data penelitian dikumpulkan melalui angket, tes tertulis, dan wawancara berbasis tugas. Delapan siswa dengan gaya kognitif field-dependent dan field-independent dipilih sebagai subjek penelitian. Data penelitian dianalisis berdasarkan rekaman wawancara yang sudah ditranskrip dan dikelompokkan berdasarkan tindakan kognitif model RBC. Hasil penelitian menunjukkan bahwa siswa field-dependent cenderung memerlukan petunjuk dan waktu lebih lama untuk mengenali dan membangun konsep garis singgung pada dua lingkaran melalui pengetahuan terdahulu hingga sampai pada aktivitas konstruksi. Sementara siswa field-independent cenderung langsung mengenali dan membangun konsep garis singgung pada dua lingkaran melalui pengetahuan terdahulu sehingga berhasil mengkonstruksi konsep garis singgung pada dua lingkaran. Penelitian ini menunjukkan bahwa (1) siswa field-dependent lebih sedikit menggunakan pengetahuan terdahulu yang berkaitan dengan konsep garis singgung dua lingkaran daripada siswa field-independent yang cenderung dapat melihat sebagian besar pengetahuan lama yang relevan dengan konsep garis singgung dua lingkaran, (2) siswa dengan gaya kognitif yang sama belum tentu menunjukkan keberhasilan yang sama pada proses abstraksi. Kata kunci: Abstraksi, Dua lingkaran, Garis singgung, Gaya kognitif, Model RBC  

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.

Field Dependence and Schema Utilization during Recall: Cognitive Process or Attitude?

1989 ◽  
Vol 69 (3-1) ◽  
pp. 859-866
Author(s):  
G. Tourrette
Keyword(s):  
Field Dependence ◽  
Cognitive Process ◽  
Reading Time ◽  
Reading Level ◽  
Junior High Schools ◽  
Field Independence ◽  
Field Independent ◽  
Field Dependent ◽  
The Subject ◽  
Cognitive Mode

The presence of a schema in a text promotes the comprehension and recall of the information it contains. The ability to extract a schema out of a text depends on the field independence of the subject. Thus field-independent subjects recall better the elements of a text that can be organized according to a schema than field-dependent subjects. The purpose of this experiment was to check whether the fact of guiding field-dependent subjects toward an activity of search and utilization of the schema, thanks to adequate instruction, would allow them to perform as well as field-independent subjects. 192 7th graders in three Poitiers junior high schools were subdivided into 4 groups. Some pupils had to read a text with schema and others without schema, and they were given either an instruction prompting them to search for a schema and use it (modified instruction) or no instruction (normal instruction). The intellectual and reading level as well as the reading time were neutralized. The results show that, when the text is subtended by a schema, the number of target words correctly recalled varies with field independence for whatever instruction. Moreover, in the situation without schema, the correlation between field-dependent and field-independent subjects’ recall scores almost equals zero with normal instruction but is positive and significant with the modified instruction. The conclusion is that the field-independent subjects’ superiority is related to a specific cognitive mode of functioning.

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