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.

Manifest Anxiety, Field Dependency, and Task Performance

1971 ◽  
Vol 32 (2) ◽  
pp. 383-393 ◽  
Author(s):  
Russell Dargel ◽  
Roger E. Kirk
Keyword(s):  
Emotional Reactivity ◽  
Response Competition ◽  
Difficulty Level ◽  
Field Dependency ◽  
High Anxious ◽  
Taylor Manifest Anxiety Scale ◽  
Field Independent ◽  
Field Dependent ◽  
Perceptual Motor Performance ◽  
Manifest Anxiety

This experiment investigated the effects of manifest anxiety and field dependency upon human perceptual motor performance. 32 female Ss were selected as high-anxious or low-anxious as defined by the Taylor Manifest Anxiety Scale and field-dependent or independent as defined by the Hidden Figures Test. These Ss performed 5 tasks differing in difficulty level. The results indicated that manifest anxiety did not affect performance on any of the tasks nor was there an interaction of manifest anxiety and field dependency. However, there was an effect attributable to field dependency for the moderately difficult tasks. These results are discussed in terms of (1) chronic and emotional reactivity hypotheses, (2) response competition, and (3) differences in perception of field-dependent and field-independent persons.

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.

Increased Diagnostic Value of the Taylor Manifest Anxiety Scale by Use of Response Latency

1967 ◽  
Vol 20 (1) ◽  
pp. 63-67 ◽  
Author(s):  
Albin R. Gilbert
Keyword(s):  
Undergraduate Students ◽  
Response Latency ◽  
Diagnostic Value ◽  
Anxiety Scale ◽  
Verbal Response ◽  
High Anxiety ◽  
Taylor Manifest Anxiety Scale ◽  
Paper And Pencil ◽  
Social Introversion ◽  
Manifest Anxiety

30 undergraduate students were presented both stimulus items from the Taylor Manifest Anxiety Scale and their reversals randomly with a Hunter Cardmaster and Printout counter. High-anxiety and low-anxiety cutoff groups were formed using the 10 highest and 10 lowest MAS scores. Latency-weighted responses ranged from 6 (highest MAS score) to 1 (lowest MAS score). Four anxiety scores on specific dimensions, hysteria, psychasthenia, depression, and social introversion, were selected for study. The latency-weighted scores are felt to be more valid than paper-and-pencil scores because latency-weighting qualifies each verbal response in terms of 1 to 6.

Some Correlates of Delinquency and Validity of Questionnaire Assessment Methods

1965 ◽  
Vol 16 (1) ◽  
pp. 271-277 ◽  
Author(s):  
Paul W. Becker
Keyword(s):  
Random Order ◽  
Assessment Methods ◽  
Anxiety Scale ◽  
Acting Out ◽  
Personality Dimension ◽  
Discriminative Validity ◽  
Taylor Manifest Anxiety Scale ◽  
Questionnaire Assessment ◽  
Manifest Anxiety

A Delinquency Scale (Peterson, Quay, & Cameron, 1959), the Taylor Manifest Anxiety Scale (Taylor, 1953), and the Gordon Personal Inventory (Gordon, 1956) were administered in random order to 609 Federal Reformatory residents. Several other test and demographic measures were obtained for each S from reformatory records. Product-moment intercorrelations among variables ( p = .01), defined those relationships statistically different from zero. The results failed to demonstrate a consistency, or invariance, with those relationships observed by Quay, Peterson, and Consalvi (1960). The data suggest that Psychopathy and Neuroticism, as measured by the Delinquency Scale, are not independent factors, and both appear, instead, to assess a personality dimension best described as the “acting-out neurotic.” The data also provide discriminative validity information for the various subscales of the Gordon Personal Inventory, substantiating Gordon's (1956) original construct labels.

scholarly journals PENGARUH PENKES MENGGUNAKAN METODE CERAMAH DAN LEAFLET TERHADAP TINGKAT KECEMASAN PRIMIGRAVIDA

2021 ◽  
Vol 11 (22) ◽  
pp. 110-118
Author(s):  
Admin ◽  
Yuli Suryanti
Keyword(s):  
Test Group ◽  
T Test ◽  
Anxiety Scale ◽  
Purposive Sampling ◽  
Taylor Manifest Anxiety Scale ◽  
Post Test ◽  
Manifest Anxiety ◽  
Paired T Test ◽  
Quasi Experiment

Pendidikan kesehatan merupakan cara penyampaian informasi kesehatan yang mudah diterima oleh ibu hamil dengan berbagai media yang digunakan. Masalah emosional yang terjadi pada kehamilan trimester III adalah perasaan cemas. Penelitian ini bertujuan untuk menganalisa pengaruh pendidikan kesehatan menggunakan metode cemarah dan leaflet terhadap tingkat kecemasan ibu hamil trimester III. Penelitian Quasi Experiment dengan pre-test dan post-test group sebanyak 48 responden dengan teknik Purposive Sampling. Instrumen yang digunakan untuk mengukur skala kecemasan Taylor Manifest Anxiety  Scale (TMAS). Analisis data menggunakan Paired T test dan Independen T test. Hasil penelitian di dapatkan ada perbedaan tingkat kecemasan ibu hamil trimester III sesudah diberikan pendidikan kesehatan dengan menggunakan metode ceramah dan leaflet dengan nilai p =0,000. Pendidikan kesehatan yang diberikan pada ibu hamil saat melakukan pelayanan antenatal terbukti mampu meningkatkan pengetahuan ibu hamil terhadap kehamilannya. Leaflet sangat efektif untuk menyampaikan pesan singkat dan padat media ini juga mudah dibawa dan disebarluaskan karena ukurannya lebih ringkas dan jumlah yang dibawa lebih banyak dari pada poster.

Women's Studies as Change Agent

1977 ◽  
Vol 1 (4) ◽  
pp. 377-379 ◽  
Author(s):  
Ruth Scott ◽  
Ann Richards ◽  
Marie Wade
Keyword(s):  
Undergraduate Students ◽  
Women's Studies ◽  
Liberal Arts ◽  
Change Agent ◽  
Liberal Arts College ◽  
Attitudes Toward Women ◽  
State University ◽  
Women’S Studies ◽  
Regional Campus ◽  
Students Attitudes

Students' attitudes toward women and changes in those attitudes after taking a women's studies course were studied. The Spence Attitude Toward Women Scale was administered to 354 undergraduate students at two mid-western institutions. Matched pre- and posttests were obtained for 176 students. Results showed that attitudes toward women became more liberal after taking a women's studies course ( p < .001); also that attitudes were initially more liberal at an affluent liberal arts college than at a regional campus of a state university ( p < .001).

Undergraduate Research at a Liberal Arts College during a Time of Disruption

2020 ◽  
Vol 4 (1) ◽  
pp. 77-78
Author(s):  
Christopher Fuse ◽  
◽  
Ashley Cannaday ◽  
Whitney Coyle ◽  
◽  
...  
Keyword(s):  
Undergraduate Students ◽  
Liberal Arts ◽  
Undergraduate Research ◽  
Liberal Arts College ◽  
Computational Studies ◽  
Research Experience ◽  
Research Practices ◽  
New Techniques ◽  
Usual Research

Due to the COVID-19 pandemic, the authors, who have expertise in acoustics, optics, and astrophysics, decided to pivot from the experimental components of their research and focus instead on computational studies. Many of their usual research practices were adapted, creating new techniques to optimize the remote research experience for their undergraduate students.

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