Cognitive Styles in the Deaf

1967 ◽  
Vol 24 (1) ◽  
pp. 319-329 ◽  
Author(s):  
Martin Fiebert
Keyword(s):  
Cognitive Style ◽  
Developmental Differences ◽  
Cognitive Testing ◽  
Stanford Achievement Test ◽  
Embedded Figures Test ◽  
Clear Cut ◽  
Field Independent ◽  
Communication Ability ◽  
The Relationship ◽  
Rod And Frame Test

To evaluate sex and developmental differences in the cognitive style functioning of the deaf and test an hypothesis derived from Witkin's differentiation theory (concerning the relationship between cognitive style and communication ability) 90 Ss at three age levels were rested. Each S was given three cognitive style tests, the Rod and Frame Test (RFT), the Children's Embedded Figures Test (CEFT), and the Poppelreuter Test (P-T). The Paragraph Meaning scores of the Stanford Achievement Test were used to assess one aspect of communication ability, reading. Special procedures were utilized in the cognitive testing of Ss and in particular, a method for the administration of the RFT to deaf individuals was developed. The results revealed consistent and clear-cut sex differences in cognitive style, such that boys were significantly more field independent than girls. Expected developmental differences in the direction of increasing field independency with age were evident in the performance of boys but were absent in the scores of girls. The relationships between cognitive style and communication measures indicate a partial confirmation of the differentiation hypothesis tested.

Perceptual Structuring: Cognitive Style Differences in the Perception of Ambiguous Stimuli

1970 ◽  
Vol 30 (2) ◽  
pp. 635-639 ◽  
Author(s):  
Edwin B. Nebelkopf ◽  
Albert S. Dreyer
Keyword(s):  
Cognitive Style ◽  
Strong Correlation ◽  
Embedded Figures Test ◽  
Individual Preferences ◽  
Field Independent ◽  
Unstructured Search ◽  
Embedded Figures ◽  
Perceptual Style ◽  
Perceptual Functioning ◽  
The Relationship

The study was designed to investigate the relationship between analysis and structuring as stylistic modes of perceptual functioning. 37 boys, ranging in age from 66 to 75 mo., were administered the Children's Embedded-figures Test (CEFT) as a traditional measure of perceptual style. The Elkind Ambiguous Pictures Test (APT) was used to assess level of structuring under an unstructured search condition, a condition which was considered more conducive to a study of individual preferences in perceptual structuring. The strong correlation between scores on the CEFT and APT was interpreted as an indication of perceptual structuring as an additional attribute of the field-independent dimension of perceptual style.

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.

Developmental Perception and Cognitive Styles: From Young Children to Master Artists

1975 ◽  
Vol 40 (3) ◽  
pp. 983-998 ◽  
Author(s):  
Rosslyn Gaines
Keyword(s):  
Young Children ◽  
Cognitive Style ◽  
Cognitive Styles ◽  
Developmental Theory ◽  
Kindergarten Children ◽  
Perceptual Skills ◽  
Grade 5 ◽  
Field Independent ◽  
Economic Support ◽  
The Relationship

The perceptual skills and cognitive styles of 30 master artists are compared to those of non-artist groups of different ages, beginning with 84 kindergarten children, and including an adult comparison group of 32. Criteria for master artists were first, handcrafted productions; second, major economic support derived from their art; third, shows in museums or good galleries; and fourth, positive peer evaluation. The test battery contained one intelligence test, two vision tests, three perceptual-discrimination measures, and five perceptual-cognitive style measures. Results show artists are significantly more flexible, accurate, variable, and field independent than all other groups. Artists, non-artist adults, and young children (60 high school sophomores, 60 children in Grade 5, 84 kindergarteners) each have differing cognitive styles. The relationship between cognitive style and artists' and non-artists' instrumental competency is discussed. Last, the extensive differences between artists' and children's performances are discussed in terms of developmental theory.

Cognitive Style Differences between Engineers and College Students

1967 ◽  
Vol 25 (3) ◽  
pp. 789-793 ◽  
Author(s):  
Gerald V. Barrett ◽  
Carl L. Thornton
Keyword(s):  
College Students ◽  
Cognitive Style ◽  
Standardization Sample ◽  
Close Resemblance ◽  
Job Functions ◽  
Field Independent ◽  
Adult Status ◽  
Rod And Frame Test ◽  
Rod And Frame

The description of Witkin's field-independent individuals as those who tend to be analytical, logical, and able to extract subtle aspects from problems for analysis bears a close resemblance to the description of engineering job functions. It was therefore hypothesized that engineers would be more field-independent than Witkin's standardization sample. It was determined that 46 engineers and technicians were significantly more field independent, as measured by the rod-and-frame test, than Witkin's standardization sample. Alternate explanations for the obtained results are discussed, including intelligence, sampling, and shift to adult status.

Cognitive Style of Female University Students of Visual Art

1983 ◽  
Vol 56 (2) ◽  
pp. 439-442 ◽  
Author(s):  
Betty D. Copeland
Keyword(s):  
Cognitive Style ◽  
Undergraduate Students ◽  
Visual Art ◽  
Male Students ◽  
Field Independence ◽  
Embedded Figures Test ◽  
Field Independent ◽  
Male Undergraduate ◽  
Urban University ◽  
Measure Field

This study examined the cognitive style of 121 female and 84 male undergraduate students enrolled in 5 art courses (art education, fibers, sculpture, introductory and advanced art history) at an urban university. The Group Embedded Figures Test was administered to these students to measure field-independence or cognitive style. Students showed diversity of cognitive styles. Both female and male students scored in the mid-quartiles. Males over-all were slightly more field independent.

Can College Academic Performance Be Predicted Using a Measure of Cognitive Style?

1996 ◽  
Vol 24 (4) ◽  
pp. 375-379 ◽  
Author(s):  
Ray Griffin ◽  
Godfrey Franklin
Keyword(s):  
Factor Analysis ◽  
Cognitive Style ◽  
Test Performance ◽  
Embedded Figures Test ◽  
Field Independent ◽  
Test Number ◽  
Field Dependent ◽  
Two Factors ◽  
Academic Potential ◽  
Correct Criterion

One hundred and forty-three subjects were identified as Field Independent or Field Dependent based on their performance on the Group Embedded Figures Test, a measure of cognitive style. Results indicated that Field Independent students performed significantly better on course tests and had higher academic potential as measured by the ACT, than Field Dependent students. A regression analysis was conducted to determine which measures would contribute variance to a course test (number correct) criterion. Although both the GEFT and the ACT were significantly related to course test performance, only the ACT contributed significant variance to the regression, F(1,141) = 12.99, r=.29, p <.01. A Principal Components Factor Analysis applied to the GEFT, ACT, and course test data identified two factors. The course tests were associated with factor 1 while the GEFT and ACT were more closely associated with factor 2. The regression and factor analysis results suggest that the ACT and GEFT tests are measuring similar or related constructs for this sample of subjects.

Sports Skill Classification, Gender, and Perceptual Style

1995 ◽  
Vol 81 (2) ◽  
pp. 611-620 ◽  
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.

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.

Can cognitive structure outcomes reveal cognitive styles? A study on the relationship between cognitive styles and cognitive structure outcomes on the subject of chemical kinetics

2018 ◽  
Vol 19 (3) ◽  
pp. 746-754
Author(s):  
Elif Atabek-Yigit
Keyword(s):  
Cognitive Style ◽  
Chemical Kinetics ◽  
Cognitive Styles ◽  
Cognitive Structure ◽  
Field Dependency ◽  
Field Independent ◽  
Figure Test ◽  
Flow Map ◽  
The Given ◽  
The Relationship

Determination of the relationship between individuals’ cognitive styles and cognitive structure outcomes was the main aim of this study. Sixty-six participants were enrolled in the study and their cognitive styles were determined by using the Hidden Figure Test (for their field dependent/independent dimension of cognitive style) and the Convergent/Divergent Test (for their convergence/divergence dimension of cognitive style). An open-ended questionnaire was formed in order to determine participants’ cognitive structure outcomes. The study topic was chosen as chemical kinetics since it is one of the most difficult topics in chemistry according to many students and also there is limited study in the literature on this topic. Key concepts about chemical kinetics were selected and given to the participants and they were asked to write a text by using the given concepts. A flow map technique was used to reveal participants’ cognitive structure outcomes. According to the findings of this study, it can be said that field independent participants tended to be divergent thinkers while field dependents tended to be convergent thinkers. Also, strong positive relationships between participants’ field dependency/independency and some cognitive structure outcomes (extent and richness) were found. That is, field independents tended to have more extended and richer cognitive structure outcomes. However, the convergence/divergence dimension of cognitive style did not show any correlation with cognitive structure outcomes.

scholarly journals KARAKTERISTIK BERPIKIR KREATIF SISWA KELAS VII SMP N 1 KRAGAN DALAM MEMECAHKAN DAN MENGAJUKAN MASALAH MATEMATIKA MATERI PERBANDINGAN DITINJAU DARI GAYA KOGNITIF

2014 ◽  
Vol 4 (2) ◽  
Author(s):  
Dian Fitri Argarini ◽  
Budiyono Budiyono ◽  
Imam Sujadi
Keyword(s):  
Cognitive Style ◽  
Creative Thinking ◽  
Sampling Technique ◽  
The Other ◽  
Incubation Stage ◽  
Embedded Figures Test ◽  
Field Independent ◽  
Field Dependent ◽  
Preparation Stage ◽  
Thinking Process

<p><strong>Abstract:</strong> The research objectives were to determine and to describe creative thinking characteristic of 7<sup>th</sup> grade students of SMP N 1 Kragan in solving and proposing problem at comparative case seen from the cognitive style. This research belonged to descriptive research by qualitative-explorative approach. The sample was taken by purposive sampling technique. The subjects being used in this research were 4, those were 2 students with field dependent cognitive style and 2 students with field independent cognitive style. The subject grouping based on cognitive style was taken by group embedded figures test. There were two instruments that were used to collect the data of this research. The first instrument was solving and proposing problem test instrument. The second was interview guidance. They were validated by using the time triangulation test and the reference fulfillment. The data were analyzed using a Miles and Huberman’s concept, that was data reduction, presentation, and conclusion.. The results of this research show as follows, (1) Creative thinking characteristics of students who had field dependent cognitive style in solving and proposing problem were as follows. The fluency aspect was shown by the students through 4 stages of creative thinking process, both in solving and proposing the problem. The four stages were preparation stage, incubation stage, illumination stage, and verification stage. The flexibility aspect in solving problems appeared when the students gave the other alternative answer, whereas this aspect was not fulfilled in proposing the problems.  The originality aspect was not fulfilled in solving and proposing problems. (2) Creative thinking characteristics of students who had field independent cognitive style in solving and proposing problem were as follows. The fluency aspect was shown by the students through 4 stages of creative thinking process, both in solving and proposing the problem. The four stages were preparation stage, incubation stage, illumination stage, and verification stage. The flexibility aspect in solving problems was shown when the students gave the other alternative answer, while in proposing the problem this aspect was not completed because students were able to make only one question. The originality aspect in solving the problem could be seen when the students gave a new way solution and this  was different from the previous one. Meanwhile in proposing the problems, aspet of originality was not fulfilled.</p><p><strong>Keywords</strong>:   creative thinking characteristics, solving  problems, proposing problems, cognitive style</p>

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