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.

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 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.

Field Dependence and the Role of Visual Frameworks in the Perception of Size

Perception ◽  
1977 ◽  
Vol 6 (6) ◽  
pp. 661-666 ◽  
Author(s):  
Eric Sigman ◽  
Philip K Oltman
Keyword(s):  
Individual Differences ◽  
Cognitive Style ◽  
Field Dependence ◽  
Large Range ◽  
Apparent Size ◽  
Target Figure ◽  
Field Independent ◽  
Field Dependent

The extent to which apparent size is relationally determined has been studied by Rock and Ebenholtz and by Wenderoth, who came to widely differing conclusions as to the magnitude of this phenomenon. In both studies, a large range of individual differences was observed. In the present study, an attempt was made to account for variations in the influence of visual contexts on the perception of size by relating them to the cognitive style dimension of field dependence/independence. In two situations, relatively field-dependent observers made size judgments which were influenced by a frame surrounding the target figure, while relatively field-independent observers tended to be less influenced by the frame, making their judgments approximate the retinal size of the target. The results suggest that assessment of the magnitude of the relational determination of apparent size must consider the cognitive style of the observers as well as situational variations.

Distractors Interfere with Numerical Estimation in Chinese College Students as a Function of Field-Dependent or Field-Independent Cognitive Style

2011 ◽  
Vol 108 (3) ◽  
pp. 825-842 ◽  
Author(s):  
Jihong Xu ◽  
Ji-Wei Si ◽  
Wenxin Zhang
Keyword(s):  
College Students ◽  
Cognitive Style ◽  
Linear Representation ◽  
Estimation Accuracy ◽  
Group Differences ◽  
Numerical Estimation ◽  
Chinese College Students ◽  
Field Independent ◽  
Main Effect ◽  
Field Dependent

Field-dependent/independent groups' numerical estimation was assessed with respect to different distractors. Participants were 81 college students with field-dependent or field-independent cognitive styles. Cognitive style had a significant main effect on reaction without distractors. When the number of distractors was double the number of targets, the estimation accuracy of the field-dependent and field-independent groups differed. Under this double-distractors condition, both the field-dependent and field-independent participants used logarithmic representation more than linear representation in their numerical estimations, but no significant between-group differences were found.

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/Independence and the Identification of Gifted Students

1993 ◽  
Vol 16 (3) ◽  
pp. 299-310 ◽  
Author(s):  
E. Rosa Young ◽  
Jeffrey T. Fouts
Keyword(s):  
Cognitive Style ◽  
Field Dependence ◽  
Gifted Students ◽  
Third Graders ◽  
Ability Test ◽  
Traditional Assessment ◽  
Field Independent ◽  
Three Samples ◽  
Field Dependent ◽  
Assessment Procedures

This study examined the field-dependent/independent cognitive style of three samples of second and third graders: a) those selected for gifted services; b) those nominated for services but not selected; and c) those not nominated for gifted services. In addition, the relationship between field dependence/independence and achievement and ability test scores was also explored. The results of this study indicated that a field-independent (analytical) cognitive style enhanced the prospect of being selected for gifted services, and that bias against field-dependent (global) cognitive style students may exist in certain selection procedures which rely on traditional assessment procedures and measures.

Sex Differences in Factorial Dimension of Verbal, Logical, Mathematical and Visuospatial Ability

1980 ◽  
Vol 50 (2) ◽  
pp. 445-446
Author(s):  
Leslie Wormack
Keyword(s):  
College Students ◽  
Sex Differences ◽  
Factor Structure ◽  
Field Dependence ◽  
Mathematical Ability ◽  
Female College Students ◽  
Visuospatial Ability ◽  
Female College

The factor structure of verbal, logical, visuospatial, and mathematical ability was compared for responses from 52 male and 54 female college students. Separate verbal, quantitative, and visuospatial factors were isolated among males while compound verbal-mathematical-visuospatial and verbal-logical-field dependence factors were isolated among females. The data supported the hypothesis of sex-related differences in the factorial organization of verbal, mathematical, reading, writing, and visuospatial ability.

Haptic Lateralization, Field Dependence, and Sex

1987 ◽  
Vol 64 (3) ◽  
pp. 907-914 ◽  
Author(s):  
Malcolm L. Van Blerkom
Keyword(s):  
College Students ◽  
Field Dependence ◽  
Psychological Differentiation ◽  
Men And Women ◽  
Embedded Figures Test ◽  
Field Independent ◽  
Field Dependent ◽  
Embedded Figures ◽  
The Relationship

This study was designed to examine the relationship between lateralization and field dependence-independence. Through prior screening, 48 right-handed college students (24 men and 24 women) were identified as either field dependent or field independent on the Embedded Figures Test. Using a unilateral haptic task, field-independent men were more lateralized than field-dependent men. No such differences were found for women. These results are discussed in relation to Witkin's theory of psychological differentiation. Possible differences between men and women are also discussed.

Cognitive Style and the Reading Process: Field-Dependence Differences on a Lexical-Decision Task

1994 ◽  
Vol 78 (3_suppl) ◽  
pp. 1195-1198 ◽  
Author(s):  
Martin F. Davies
Keyword(s):  
Lexical Decision ◽  
Cognitive Style ◽  
Lexical Decision Task ◽  
Field Dependence ◽  
Reading Strategies ◽  
Decision Task ◽  
Normal Reading ◽  
Field Independent ◽  
Field Dependent

This study examined cognitive-style differences in reading strategies on a lexical-decision task. Subjects made word/nonword judgments for letter sequences consisting of either real words, English-sounding nonwords, or non-English-sounding nonwords. In line with previous findings, responses were significantly slower to English-sounding nonwords than to non-English sounding nonwords. This effect was qualified by a significant interaction with field dependence such that field-dependent subjects were significantly slower than field-independent subjects for English-sounding nonwords but not for non-English-sounding nonwords or for real words. These findings complement a 1988 finding by Davies that field-dependent scorers prefer a phonological strategy for lexical access and they provide better evidence for the role of such process differences in normal reading.

Role of Cognitive Style Constructs Field Dependence-Independence and Reflection-Impulsivity in Skill Acquisition

1986 ◽  
Vol 8 (1) ◽  
pp. 51-69 ◽  
Author(s):  
Stephan Swinnen ◽  
Joost Vandenberghe ◽  
Erik Van Assche
Keyword(s):  
High School Students ◽  
Learning Environment ◽  
Cognitive Style ◽  
Field Dependence ◽  
Skill Acquisition ◽  
Junior High School ◽  
School Students ◽  
Field Independent ◽  
Field Dependent ◽  
Reflection Impulsivity

This study sought to determine the relationships between the cognitive styles field dependence-independence and reflection-impulsivity and the acquisition of a gross motor skill in an unstructured learning environment. In reference to the first cognitive style construct, it was hypothesized that field-independent subjects perform better than field-dependent subjects because they provide organization when the material to be learned lacks structure, leading them to rely on their analyzing and restructuring ability. The second construct refers to cognitive inhibition required for response uncertainty tasks as well as motor impulse inhibition. Subjects (57 boys, 65 girls) were 13-year-old junior high school students. Several visual perceptual tests were administered and gymnastic performance scores were measured at pretest, during the learning session, and posttest. The hypothesis that field-independent subjects are more successful in an unstructured learning environment than field-dependent subjects was confirmed for boys only. The correlations between the reflection-impulsivity variables and gymnastic performance were generally low, and no support could be found for the hypothesis that reflective subjects are more successful in learning the skill than impulsive subjects.

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