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.

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.

scholarly journals FEATURES OF COGNITIVE STYLES IN THE CHESS GAME

2020 ◽  
Vol 6(72) (3) ◽  
pp. 115-126
Author(s):  
V. A. Pavlovskaya
Keyword(s):  
Cognitive Style ◽  
Cognitive Processes ◽  
Cognitive Styles ◽  
Educational Activity ◽  
Primary School Children ◽  
Field Independence ◽  
Self Assessment ◽  
Intellectual Activity ◽  
Chess Game ◽  
Types Of Information

The article discusses various approaches to understanding the essence of cognitive styles, and provides a description of the most common types of cognitive styles. In the modern situation of the existence of various types of information influences on the emotional and volitional sphere of preschool and primary school children, problems of low motivation for any type of activity, poor memory, perception disorders are found. Сhess is a means of constructively solving these problems. From the set of cognitive styles studied in the scientific environment, 10 types were selected, namely, utility / gender independence, narrowness / breadth in the range of equivalence, rigidity/flexibility, narrowness/breadth of the category, tolerance to unrealistic experience, narrowness/breadth of the category, focusing/scanning control, smoothing/sharpening, impulsiveness/reflexivity, cognitive simplicity/complexity, concreteness/abstraction. Definitions of each of the indicated cognitive styles and their hypothetical relationship with the checkmate game are given. Based on the fact that chess is an intellectual activity that includes cognitive processes, some psychological features of the chess game are described and designated, hypothetically associated with a specific type of cognitive style. The author emphasizes that in the organization and effectiveness of learning chess, as well as other types of educational activity, a large role is played by such cognitive style as impulsivity/reflexivity and field-dependence/field-independence, as well as the development of mobility and flexibility of the cognitive style, namely, the ability to switch from one style parameter to another at the necessary moment of the game. Some problems in the study of cognitive styles are identified. Most research focuses on the study of utility and differentiation, which is not a comprehensive study of cognitive styles. The nature of cognitive styles is not fully understood. It is also unclear the specific age characteristic of the formation and manifestation of a particular cognitive style in a particular person. The article reveals the concept of chess success as the ability to focus on a group of breakout pieces, creating three levels of significance of the pieces on the Board and distributing the controlled fields of the Board into two levels: significant and insignificant. Some stylistic features of the checkmate game of such world Champions as Botvinnik, Tal, and Petrosyan are described. It is concluded that chess is a means of versatile development of the child. This is a universal discipline of the game character, aimed at fostering a common culture. Chess affects the development of external and internal speech, combinatorial and logical thinking, will, vital activity, criticality, the ability to self-analysis and self-assessment, self-education. The review suggests that in teaching children, among other things, it is advisable to use the following algorithm: to determine the child’s cognitive styles and the degree of their rootedness (formation) in cognitive processes; to identify fragments (components) of learning chess most associated with the advantages of a particular cognitive style and take this connection into account; to train or develop children’s cognitive mobility, i.e. the ability to switch from one style to another if necessary.

Cognitive Style and Sending and Receiving of Facial Cues

1979 ◽  
Vol 49 (1) ◽  
pp. 203-212 ◽  
Author(s):  
Ronald M. Sabatelli ◽  
Albert S. Dreyer ◽  
Ross Buck
Keyword(s):  
Cognitive Style ◽  
Facial Expressions ◽  
Field Dependence ◽  
Field Independence ◽  
Self Disclosure ◽  
Facial Cues ◽  
Embedded Figures Test ◽  
Field Dependent ◽  
Embedded Figures

Sending and receiving accuracy of nonverbal facial cues was assessed in 17 dating but non-cohabiting college couples. Field-dependence/field-independence of each person was measured using the Embedded-figures Test. There were no relationships between several measures of receiving accuracy and cognitive style. However, field-dependent individuals were better senders of facial expressions. This finding is consistent with the literature on verbal self-disclosure and with other recent studies of accuracy of nonverbal sending.

scholarly journals The Correlation between Cognitive Styles and Student’s Reading Comprehension

2017 ◽  
Vol 8 (1) ◽  
pp. 68
Author(s):  
Putri Nurus Sakina ◽  
Desi Surlitasari Dewi ◽  
Aulia Putri
Keyword(s):  
Reading Comprehension ◽  
Cognitive Style ◽  
Field Dependence ◽  
Cognitive Styles ◽  
Sampling Technique ◽  
Simple Random Sampling ◽  
Field Independence ◽  
Correlational Research ◽  
Figure Test ◽  
Academic Year

The objective of this study was to find out whether there is any correlation between cognitive style and student’s reading comprehension. The researcher limited the cognitive style in this study in Field Dependence and Field Independence. For example, students with Field dependence tend to have low reading comprehension because they difficult to construct their own perception and to find the information that not exactly written in the text.  The research design was correlational research. The population of this research was 271 students of Eleventh Grade of SMAN 3 Batam in the Academic Year 2015/2016. The population was selected simple random sampling technique. Embedded Figure Test (EFT) and Reading comprehension test were used as the instrument of this research. Then the researcher analyzed the correlation by using Spearman Ranked Correlation formula to correlate both cognitive style (variable X) and students reading comprehension (variable Y). The result showed that Zcountedis 5.157 and Ztableis 1.96. It means Zcountedis greater than Ztableand Ho is rejected and Ha is accepted. The researcher found out that there was a significant correlation between cognitive style and student’s Reading Comprehension at Eleventh Grade of SMAN 3 Batam in the Academic Year 2015/2016.Keywords : cognitive style, field dependence, field independence and reading comprehension.

scholarly journals Opinion Dynamics Model Based on Cognitive Styles: Field-Dependence and Field-Independence

Complexity ◽  
2019 ◽  
Vol 2019 ◽  
pp. 1-12 ◽  
Author(s):  
Xi Chen ◽  
Shen Zhao ◽  
Wei Li
Keyword(s):  
Public Opinion ◽  
Cognitive Style ◽  
Cognitive Styles ◽  
Opinion Dynamics ◽  
Dynamics Model ◽  
Field Independence ◽  
Field Independent ◽  
Field Dependent ◽  
The Individual ◽  
Opinion Evolution

Two distinct cognitive styles exist from the perspective of cognition: field-dependence and field-independence. In most public opinion dynamics models, people only consider that individuals update their opinions through interactions with other individuals. This represents the field-dependent cognitive style of the individual. The field-independent cognitive style is ignored in such cases. We consider both cognitive styles in public opinion dynamics and propose a public opinion evolution model based on cognitive styles (CS model). The opinions of neighbors and experiences of the individual represent field-dependent cognition and field-independent cognition, respectively, and the individual combines both cognitive styles to update his/her own opinion. In the proposed model, the experience parameter is designed to represent the weight of the current opinion in terms of the individual’s experiences and the cognitive parameter is proposed to represent the tendencies of his/her cognitive styles. We experimentally verify that the CS and Hegselmann–Krause (HK) models are similar in terms of public opinion evolution trends; with an increase in radius of confidence, the steady state of a social system shifts from divergence to polarization and eventually reaches consensus. Considering that individuals from different cultures have different degrees of inclination for the two styles, we present experiments focusing on cognitive parameter and experience parameter and analyze the evolutionary trends of opinion dynamics in different styles. We find that when an individual has a greater tendency toward the field-independent cognitive style under the influence of culture, the time required for a social system to reach a steady state will increase; the system will have greater difficultly in reaching consensus, mirroring the evolutionary trends in public opinion in the context of eastern and western cultures. The CS model constitutes an opinion dynamics model that is more consistent with the real world and may also serve as a basis for future cross-cultural research.

Field Dependence versus Field Independence of Students with and without Learning Disabilities

2000 ◽  
Vol 90 (1) ◽  
pp. 343-346 ◽  
Author(s):  
Jianyi Huang ◽  
Li Chao
Keyword(s):  
Learning Disabilities ◽  
High School Students ◽  
Field Dependence ◽  
Cognitive Styles ◽  
Students With Learning Disabilities ◽  
Field Independence ◽  
School Students ◽  
Embedded Figures Test ◽  
Dependence Versus ◽  
Field Dependent

The Group Embedded Figures Test of Oltman, Raskin, and Witkin was administered to 60 high school students (30 with learning disabiliues and 30 without learning disabilities) to measure their cognitive styles of field dependence versus field independence. The analysis showed that the students with learning disabilities scored as more field dependent than those without learning disabilities.

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