Field Dependence and Differences between Visual and Verbal Learning Tasks

1973 ◽  
Vol 36 (3_suppl) ◽  
pp. 1327-1330 ◽  
Author(s):  
Stanley Berent ◽  
Albert J. Silverman
Keyword(s):  
Undergraduate Students ◽  
Paired Associate ◽  
Verbal Learning ◽  
Associate Learning ◽  
Field Dependency ◽  
Learning Tasks ◽  
Field Independent ◽  
Significant Difference ◽  
Field Dependent ◽  
Significant Impairment

50 female undergraduate students were administered 2 paired-associate learning tasks (verbal and visual) and assigned on the basis of their scores on the rod-and-frame test to extreme field-dependent and field-independent groups. No significant difference was found between the two groups on the visuo-perceptive paired-associate tests. Compared to the field-independent Ss, however, the field-dependent Ss showed significant impairment on the verbal task ( U = 18, p < .01). These findings are discussed in terms of possible dominant (left) cerebral hemisphere involvement in field dependency.

Effects of Perceptual Isolation on Recall by Field-Dependent and Field-Independent Subjects

1976 ◽  
Vol 43 (3_suppl) ◽  
pp. 1311-1315
Author(s):  
Max C. Alovisetti
Keyword(s):  
Undergraduate Students ◽  
Critical Item ◽  
Stimulus Generalization ◽  
Gestalt Theory ◽  
Field Dependency ◽  
Field Independent ◽  
Field Dependent ◽  
Isolation Effects ◽  
Generalization Theory ◽  
And Control

The effects of perceptual isolation on recall were predicted to differ for field-independent and field-dependent subjects. 78 undergraduate students were administered the Hidden Figures Test to determine field dependency. An experimental and control list of 13 nonsense syllables, with a single isolated item and corresponding critical item, were presented spatially by means of an overhead projector. Significant facilitation of recall for the isolated item was found for both field-independent and dependent subjects. No support was found for the prediction that field-independent subjects would be facilitated in recall of the non-isolated items with the isolated item present; however, as predicted, field-dependent subjects were inhibited in recall of the non-isolated items. The results are in accordance with predictions from Gestalt theory. Gibson's stimulus-generalization theory did not adequately account for isolation effects.

Note on Relation of Anxiety to Field Dependency

1973 ◽  
Vol 37 (1) ◽  
pp. 218-218 ◽  
Author(s):  
Russell Dargel ◽  
Roger E. Kirk
Keyword(s):  
Undergraduate Students ◽  
Liberal Arts ◽  
Liberal Arts College ◽  
Anxiety Scale ◽  
Motor Tasks ◽  
Field Dependency ◽  
Taylor Manifest Anxiety Scale ◽  
Field Independent ◽  
Field Dependent ◽  
Manifest Anxiety

Witkin, et al. (6) hypothesized that field-dependent persons tend to have more poorly developed control and defense systems and to express greater anxiety than field-independent persons. Their research and that of Taylor and Spence (5) suggest that field dependency and manifest anxiety should interact when Ss learn perceptual-motor tasks which differ in difficulty. However, this was not confirmed by Dargel and Kirk (2) who tested 32 female Ss classified as high or low in anxiety on the Taylor Manifest Anxiety Scale (4) and as field-dependent or independent by the Hidden Figures Test (3). The present study determined relation of scores on the Hidden Figures Test and the Taylor Manifest Anxiety Scale and on the Hidden Figures Test and the Institute for Personality and Ability Testing Anxiety Scale Questionnaire, a measure of clinical anxiety (1) for 160 undergraduate students at a small liberal arts college. Ss took the tests on different days.

Effect of Motivating Instructions on Verbal Learning According to Age and Race

1980 ◽  
Vol 46 (3_suppl) ◽  
pp. 1167-1170
Author(s):  
Robert G. Summerlin ◽  
Charles V. Lair ◽  
William N. Confer
Keyword(s):  
Paired Associate ◽  
Verbal Learning ◽  
Learning Task ◽  
Paired Associate Learning ◽  
Instructional Condition ◽  
Associate Learning

Young and old white ( n = 48) and black ( n = 48) women were compared on a paired-associate learning task. The groups were divided as to a motivational instructional condition of support, challenge, or neutral. Both the younger and the white groups had more correct responses and learned in fewer trials. A three-way interaction suggests that old blacks make more errors of omission and commission under supportive instructions, whereas young whites do best under challenge. Various trends and implications for these findings were discussed.

Speech Monitoring and Verbal Learning

1963 ◽  
Vol 6 (3) ◽  
pp. 249-254
Author(s):  
George R. Davis ◽  
Joseph G. Sheehan
Keyword(s):  
Auditory Feedback ◽  
Direct Relationship ◽  
Paired Associate ◽  
Verbal Learning ◽  
Feedback Condition ◽  
Delayed Auditory Feedback ◽  
Learning Tasks ◽  
Verbal Tasks ◽  
Speech Monitoring ◽  
Auditory Monitoring

The effects of interference with auditory feedback on two verbal learning tasks were studied. Twenty-seven adults without speech or hearing handicaps practiced two verbal tasks (reading comprehension and paired associate) under three auditory monitoring conditions. A synchronous auditory feedback condition provided amplified but almost simultaneous auditory feedback. To provide an irrelevant feedback condition, S’s heard their own previously recorded voices reading other material. Delayed auditory feedback provided a second experimental condition. Results confirmed that delayed auditory feedback interfered significantly with efficient verbal learning. A clear and direct relationship between the amount and relevance of verbal feedback and the efficiency of speech-based learning was demonstrated.

Cognitive Styles and Word versus Spirit Orientations among Christians

1981 ◽  
Vol 9 (2) ◽  
pp. 175-182 ◽  
Author(s):  
Theodore T. Y. Hsieh
Keyword(s):  
Sex Role ◽  
Cognitive Styles ◽  
Christian College ◽  
Sex Distribution ◽  
Role Expectation ◽  
Field Independent ◽  
Significant Difference ◽  
Field Dependent ◽  
Word Versus ◽  
Rod And Frame

Christian college students classified as either Word or Spirit-oriented through a questionnaire were tested with the Rod and Frame Apparatus. Word-oriented subjects were found to be field-independent and Spirit-oriented subjects to be field-dependent in their perceptual style. No sex difference on field-dependence or independence was found within either the Word-oriented or the Spirit-oriented groups, but a significant difference in sex distribution of Word or Spirit-orientation was found. Socialization and sex role expectation effects in the churches and implications for these findings and further studies were discussed.

Effects of State-Trait Anxiety and Task Difficulty on Paired-Associate Learning

1977 ◽  
Vol 41 (1) ◽  
pp. 179-185 ◽  
Author(s):  
Robert A. Reeves ◽  
William W. May
Keyword(s):  
Paired Associate ◽  
Paired Associate Learning ◽  
Post Treatment ◽  
Associate Learning ◽  
Trait Theory ◽  
Learning Tasks ◽  
Treatment Conditions ◽  
Pre Treatment ◽  
Trait Groups ◽  
Better Than

The prediction from state-trait theory and drive theory that high A-State subjects will perform better than low A-State subjects on an easy task and more poorly on a more difficult task was tested using paired-associate learning tasks. This prediction was not supported, as low A-State subjects made fewer errors than high A-State subjects on both the easy and difficult tasks. High A-Trait groups responded with higher A-State in both pre- and post-treatment conditions than did low A-Trait groups as predicted by state-trait theory. Low A-Trait groups showed greater gains in pre-treatment to post-treatment A-State than did high A-Trait groups, a result which supported neither state-trait theory nor Saltz's (1970) hypothesis. Implications for research were discussed.

scholarly journals Verbal and novel multisensory associative learning in adults

F1000Research ◽  
2013 ◽  
Vol 2 ◽  
pp. 34 ◽  
Author(s):  
Joanne M Fifer ◽  
Ayla Barutchu ◽  
Mohit N Shivdasani ◽  
Sheila G Crewther
Keyword(s):  
Associative Learning ◽  
Verbal Learning ◽  
Reaction Times ◽  
The Novel ◽  
Associate Learning ◽  
Learning Tasks ◽  
Multisensory Enhancement ◽  
Error Learning ◽  
Visual Shape ◽  
Adult Volunteers

To date, few studies have focused on the behavioural differences between the learning of multisensory auditory-visual and intra-modal associations. More specifically, the relative benefits of novel auditory-visual and verbal-visual associations for learning have not been directly compared. In Experiment 1, 20 adult volunteers completed three paired associate learning tasks: non-verbal novel auditory-visual (novel-AV), verbal-visual (verbal-AV; using pseudowords), and visual-visual (shape-VV). Participants were directed to make a motor response to matching novel and arbitrarily related stimulus pairs. Feedback was provided to facilitate trial and error learning. The results of Signal Detection Theory analyses suggested a multisensory enhancement of learning, with significantly higher discriminability measures (d-prime) in both the novel-AV and verbal-AV tasks than the shape-VV task. Motor reaction times were also significantly faster during the verbal-AV task than during the non-verbal learning tasks.  Experiment 2 (n = 12) used a forced-choice discrimination paradigm to assess whether a difference in unisensory stimulus discriminability could account for the learning trends in Experiment 1. Participants were significantly slower at discriminating unisensory pseudowords than the novel sounds and visual shapes, which was notable given that these stimuli produced superior learning. Together the findings suggest that verbal information has an added enhancing effect on multisensory associative learning in adults

Relationship of Microcomputer-Based Instruction and Learning Style

1985 ◽  
Vol 13 (4) ◽  
pp. 265-270 ◽  
Author(s):  
Carolena L. Smith
Keyword(s):  
Learning Style ◽  
Instructional Process ◽  
Field Independent ◽  
Significant Difference ◽  
Field Dependent ◽  
The Difference ◽  
Instruction And Learning ◽  
Based Instruction ◽  
Relationship Of ◽  
The Relationship

In this technological age, sight must not be lost in recognizing individual differences in applying technology to the instructional process. The purpose of this study was to investigate the relationship between achievement of field-dependent and field-independent students using microcomputer instruction. T-test was calculated on mean posttest scores to analyze the difference between the groups. There was a significant difference at the 0.5 level in testing the null hypothesis of no difference between the groups in this study.

Effects of Learning Set, Verbalization, Sample Characteristics, and Meaningfulness of Material on Bi-Directional Learning

1969 ◽  
Vol 24 (3) ◽  
pp. 747-751 ◽  
Author(s):  
William Baller ◽  
Sue Wilbur ◽  
A. J. Edwards
Keyword(s):  
Paired Associate ◽  
Paired Associate Learning ◽  
The Other ◽  
Associate Learning ◽  
Independent Variables ◽  
Learning Tasks ◽  
Sample Characteristics ◽  
Learning Set ◽  
Directional Learning

Four independent variables were studied as they relate to bi-directionality in recall. The data indicate that the effect of meaningfulness of material is sufficient to offset effects of the other three variables (learning set, verbalization, sample characteristics) for bi-directional learning. A suggestion is provided for using an index of relationships identified in determining list difficulty in paired-associate learning tasks.

Production and Use of Mnemonic Phrases in Paired-Associate Learning with Digits as Response-Terms

1973 ◽  
Vol 33 (3) ◽  
pp. 923-930 ◽  
Author(s):  
Giyoo Hatano ◽  
Keiko Kuhara
Keyword(s):  
Undergraduate Students ◽  
Paired Associate ◽  
Paired Associate Learning ◽  
Associate Learning ◽  
Paired Associates

Undergraduate students learned paired-associates, with names of shops as stimulus-terms and sets of 4 digits (“telephone numbers”) as response-terms. In Exp. I, Ss, by assigning one of several alternative pronunciations, or “readings,” to each digit, as permitted in modern Japanese, were quickly able to produce mnemonic words or phrases for about half the 20 pairs, and these devices greatly facilitated Ss' recall and recognition of the numbers. In Exp. II, experimental Ss given these mnemonic phrases performed significantly better in recall and recognition of the numbers than control Ss. The nature of verbal ‘coding’ is discussed in detail.

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