Field Dependency and Picture Recognition Ability

1967 ◽  
Vol 25 (3) ◽  
pp. 713-716 ◽  
Author(s):  
Donald R. Campbell ◽  
Frederick N. Dyer ◽  
Frederic J. Boersma
Keyword(s):  
Individual Differences ◽  
Recognition Test ◽  
Search Strategies ◽  
Picture Recognition ◽  
Embedded Figures Test ◽  
Field Dependency ◽  
Conflicting Evidence ◽  
Recognition Ability ◽  
Embedded Figures ◽  
The Relationship

The study attempted to resolve conflicting evidence regarding the relationship between analytic ability, as measured by tests of field dependency, and structuring ability, as measured by performance on picture recognition tasks. The data failed to support the view that field dependency and ability to recognize fragmented pictures are significantly related and that age affects performance on picture recognition tasks. The results were discussed in terms of individual differences in search strategies on the Picture Recognition Test. A suggestion was made that the Children's Embedded Figures Test and the Conceptual Style Test are measuring different abilities.

scholarly journals Stark Individual Differences: Face Recognition Ability Influences the Relationship Between Confidence and Accuracy in a Recognition Test of Game of Thrones Actors

2019 ◽  
Author(s):  
Jesse Howard Grabman ◽  
Chad Dodson
Keyword(s):  
Face Recognition ◽  
Individual Differences ◽  
Recognition Test ◽  
Standard Test ◽  
Recognition Ability ◽  
Retention Intervals ◽  
The Relationship ◽  
Accuracy Relationship ◽  
Confidence Ratings ◽  
Game Of Thrones

Growing evidence suggests face identifications made with high confidence are typically accurate (Wixted & Wells, 2017). However, few studies capture the complexities of real-world face recognition (e.g., non-experimental setting, varied contexts). Moreover, individual differences in face recognition ability may moderate the confidence-accuracy relationship (Grabman et al., 2019). In this study, we reanalyzed data from 32 participants who watched six seasons of the television show Game of Thrones for entertainment as the series aired (Devue et al., 2019). Participants provided confidence ratings on a 168-item old-new recognition test of actors and completed a standard test of face recognition ability. Highest confidence ratings were remarkably accurate -- even considering retention-intervals of >3 years and large changes in appearance. However, confidence was generally a better indicator of accuracy for stronger, as compared to weaker, face recognizers.

scholarly journals The Use of Orthographic Knowledge in Beginning Reading

1986 ◽  
Vol 18 (3) ◽  
pp. 229-241 ◽  
Author(s):  
Lauren Leslie ◽  
Brenda Thimke
Keyword(s):  
Word Recognition ◽  
Recognition Test ◽  
Second Graders ◽  
Beginning Reading ◽  
Orthographic Knowledge ◽  
Search Tasks ◽  
Recognition Ability ◽  
Word Search ◽  
The Relationship

The purpose of the present study was to determine the relationship between word recognition ability, knowledge of orthographic structures, and use of orthographic knowledge in word recognition. Fifty-six first and second graders were administered a word recognition test, two tests of orthographic knowledge, and two search tasks. The results indicated that when searching for multiple word targets children with word recognition levels of less than 2–2 searched similarly through all fields, whereas children with word recognition levels of 2–2+ searched faster through pseudowords and nonwords than through words. When searching for members of a category, children with word recognition levels below 2–1 searched faster through nonwords and pseudowords than through words providing no evidence for the use of orthography in word search. Children with word recognition levels above 2–1 searched faster through nonwords than through pseudowords and words, demonstrating a generalized effect of orthographic structure.

Field Dependence and Target Identification

1968 ◽  
Vol 10 (5) ◽  
pp. 493-496 ◽  
Author(s):  
Carl L. Thornton ◽  
Gerald V. Barrett ◽  
James A. Davis
Keyword(s):  
Individual Differences ◽  
Target Identification ◽  
Environmental Parameters ◽  
Aerial Photographs ◽  
Embedded Figures Test ◽  
Visual Item ◽  
Embedded Figures ◽  
Perceptual Style ◽  
Design Selection ◽  
And Training

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.

The Question of Constitutional Influence on Perceptual Style

1965 ◽  
Vol 20 (2) ◽  
pp. 419-420 ◽  
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.

Pantomime Recognition in Aphasics

1975 ◽  
Vol 18 (1) ◽  
pp. 115-132 ◽  
Author(s):  
Robert J. Duffy ◽  
Joseph R. Duffy ◽  
Karen Leiter Pearson
Keyword(s):  
Recognition Test ◽  
Right Hemisphere ◽  
Verbal Abilities ◽  
Symbolic Communication ◽  
Communicative Ability ◽  
Verbal Instructions ◽  
Recognition Ability ◽  
The Subject ◽  
The Relationship ◽  
Naming Test

A pantomime recognition test was developed to study the extent of impairment of pantomime recognition and the relationship between pantomime recognition and verbal deficits in aphasics. This test requires no verbal instructions to the subject and only a simple pointing response. A description and rationale for the test are presented. This new test and three tests of verbal abilities (Verbal Recognition Test, Naming Test, and the Porch Index of Communicative Ability) were administered to four groups of subjects: aphasics, right-hemisphere damaged, subcortically damaged, and normals. Results indicate (1) greater impairment of pantomime recognition ability in aphasics than the other groups of subjects and (2) high correlations between impairment of pantomime recognition and impairment of verbal abilities in aphasics. Our findings are consistent with previous clinical reports and experimental data showing that aphasics commonly demonstrate impairment in gesture and pantomime. We conclude that aphasia is best understood as a general impairment of symbolic communication that includes nonverbal as well as verbal deficits.

The Interaction of Field Dependence/Independence and the Level of Guidance of Mathematics Instruction

1979 ◽  
Vol 10 (5) ◽  
pp. 347-355 ◽  
Author(s):  
Verna M. Adams ◽  
Douglas B. McLeod
Keyword(s):  
Elementary Teachers ◽  
Cognitive Style ◽  
Field Dependence ◽  
Retention Test ◽  
Mathematics Instruction ◽  
Mathematical Achievement ◽  
Prospective Elementary Teachers ◽  
Embedded Figures Test ◽  
Embedded Figures ◽  
The Relationship

The relationship between the cognitive style variable of field dependence/independence and instructional treatments was investigated using high or low guidance in a unit on networks. The 97 prospective elementary teachers were tested on cognitive style (using the Group Embedded Figures Test) and on mathematical achievement (a measure of crystallized ability), and randomly assigned to treatments. Following instruction, students were tested for immediate achievement and then retested 5 weeks later. There were no interactions with field dependence/independence, but there was a significant (p < .05) interaction with crystallized ability on the retention test.

Brief Reports: Cognitive Restructuring Ability, Teacher Guidance, and Perceptual Distracter Tasks: An Aptitude-Treatment Interaction Study

1989 ◽  
Vol 20 (1) ◽  
pp. 103-110
Author(s):  
Kathleen A. Cramer ◽  
Thomas R. Post ◽  
Merlyn J. Behr
Keyword(s):  
Rational Number ◽  
Cognitive Restructuring ◽  
Interaction Study ◽  
Teacher Guidance ◽  
Embedded Figures Test ◽  
Embedded Figures ◽  
Treatment Interaction ◽  
Aptitude Treatment Interaction ◽  
Group Embedded Figures Test ◽  
The Relationship

The aptitude-treatment interaction (ATI) study reported here explored the relationship between cognitive restructuring ability, as measured by the Group Embedded Figures Test (GEFT), and treatments varying in amounts of teacher guidance. It specifically investigated how these two variables affected performance on rational number tasks involving perceptual distracters.

Personality Dimensions and Reversible Perspective in Embedded Figures Test

1978 ◽  
Vol 46 (3) ◽  
pp. 1016-1018 ◽  
Author(s):  
Robert Loo
Keyword(s):  
Performance Variables ◽  
Embedded Figures Test ◽  
Individual Test ◽  
Two Samples ◽  
Embedded Figures ◽  
And Performance ◽  
The Individual ◽  
The Relationship ◽  
Experienced Difficulty ◽  
Better Than

The study examined the relationship between performance on reversible-perspective items in individual and group embedded-figures tests and remaining items, personality and performance variables in two samples of normal females. Performance on the reversible-perspective items was better than on the remaining items in the individual test and as good as other items in the group test. Those who experienced difficulty in solving the reversible-perspective items had more “psychiatric” complaints and greater sociability than subjects who experienced little difficulty.

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