Reliability and Validity of the Group Embedded Figures Test across the Life Span

1980 ◽  
Vol 50 (3_suppl) ◽  
pp. 1171-1174 ◽  
Author(s):  
Paul E. Panek ◽  
Laura G. Funk ◽  
Pamela K. Nelson
Keyword(s):  
Construct Validity ◽  
Life Span ◽  
Internal Consistency ◽  
Age Groups ◽  
Reliability And Validity ◽  
Entire Sample ◽  
Embedded Figures Test ◽  
Embedded Figures ◽  
Group Embedded Figures Test ◽  
Rod And Frame Test

Data from a previous investigation were reanalyzed to determine the split-half reliability and two forms of validity, i.e., internal consistency and construct, of the Group Embedded Figures Test across the life span. Subjects were 175 females, ranging in age from 17 to 72 yr., who fell into one of seven age groups. The Group Embedded Figures had adequate split-half reliability for the entire sample and for each age group. Significant, consistent differences between performance on Parts II and III of the GEFT were found. Estimates of internal consistency were adequate. Though satisfactory construct validity for the total correct on Parts II and III was obtained as correlations with the Portable-Rod-and-Frame Test for the entire sample, the construct validity of the Group Embedded Figures and separate parts was not adequately demonstrated within all age groups.

Reliability and Validity of the Group Embedded Figures Test for a Grade School Sample

1979 ◽  
Vol 48 (2) ◽  
pp. 660-662 ◽  
Author(s):  
Donna J. Lis ◽  
James E. Powers
Keyword(s):  
Reliability And Validity ◽  
Sixth Grade ◽  
Small Samples ◽  
Embedded Figures Test ◽  
Sixth Grade Students ◽  
Embedded Figures ◽  
Group Embedded Figures Test ◽  
Rod And Frame Test ◽  
Rod And Frame

Data on validity of the Group Embedded Figures Test for 22 sixth grade students (9 boys and 13 girls) were obtained. 50 wk. later all subjects were individually screened on the Portable Rod-and-Frame Test and after a period of 2 mote weeks, when they were retested on the embedded figures, data on reliability were obtained. Long-term coefficients of stability of .80 and .71 for the 9 boys and 13 girls, respectively, were obtained. Coefficients of internal consistency ranged from .83 to .98 for boys and girls. Coefficients reflecting both construct and concurrent validity were –.60 and .00 for boys and girls, respectively. Customary sex differences with respect to field-dependence—independence were not observed for these small samples.

Validation of a Group Embedded Figures Test for Young Children

1980 ◽  
Vol 51 (2) ◽  
pp. 483-486 ◽  
Author(s):  
Theodore R. Cromack ◽  
Meredith K. Stone
Keyword(s):  
Young Children ◽  
Second Grade ◽  
Embedded Figures Test ◽  
Embedded Figures ◽  
Level 1 ◽  
Group Embedded Figures Test ◽  
Test Level ◽  
Level 2 ◽  
Rod And Frame Test ◽  
Rod And Frame

This paper describes the development and concurrent validation of a group-administered measure of field-dependence/independence for early elementary children. Following the procedure used to validate the Children's Group Embedded Figures Test (Level 2, 9 to 11 yr.), a validation study of a group test for younger children was undertaken with a second-grade sample ( N = 77). The test was reliable (alpha = .84) and significantly related to both the individually administered Children's Embedded Figures Test ( r = .56) and Portable Rod-and-frame Test ( r = .57). This measure, designated the Children's Group Embedded Figures Test—Level 1, provides a promising research instrument for assessing cognitive style of young children.

Validation of a Children's Group Embedded Figures Test

1977 ◽  
Vol 44 (3_suppl) ◽  
pp. 1259-1263 ◽  
Author(s):  
Marlaine E. Lockheed ◽  
Abigail M. Harris ◽  
Meredith K. Stone ◽  
Mary Lee Fitzgerald
Keyword(s):  
Field Dependence ◽  
Fourth Grade ◽  
Fifth Grade ◽  
Concurrent Validation ◽  
Embedded Figures Test ◽  
Embedded Figures ◽  
Body Concept ◽  
Group Embedded Figures Test ◽  
Rod And Frame Test ◽  
Rod And Frame

This paper describes the development and concurrent validation of a group-administered measure of field dependence for children. Subjects were 34 girls and 39 boys in the fourth-grade, and 35 girls and 40 boys in the fifth-grade. This measure was correlated with the Articulation of Body Concept measure for fourth-grade girls ( r = —.42) and boys ( r = —.59), and for fifth-grade girls ( r = —.64) and boys ( r = —.46). It was also correlated with scores on the Portable Rod-and-Frame Test for girls ( r = —.51) and boys ( r = —.39) at the fourth-grade.

Psychometric Data on the Group Embedded Figures Test for a Sample of Adult Learners

1987 ◽  
Vol 65 (2) ◽  
pp. 583-586 ◽  
Author(s):  
Anne L. Cummings ◽  
Harry G. Murray
Keyword(s):  
Sex Differences ◽  
Adult Learners ◽  
Internal Consistency ◽  
Distribution Characteristics ◽  
Embedded Figures Test ◽  
Psychometric Data ◽  
Embedded Figures ◽  
Group Embedded Figures Test

The Group Embedded Figures Test (GEFT) was administered to 70 teachers taking a counseling course. Distribution characteristics, reliability, internal consistency, and sex differences are presented.

Use of the Group Embedded Figures Test with Children

1983 ◽  
Vol 57 (1) ◽  
pp. 199-203 ◽  
Author(s):  
Bruce Thompson ◽  
Murray M. Pitts ◽  
Joan P. Gipe
Keyword(s):  
Cognitive Style ◽  
Field Dependence ◽  
Age Groups ◽  
Sixth Graders ◽  
Field Independence ◽  
Embedded Figures Test ◽  
Embedded Figures ◽  
Group Embedded Figures Test

Extensive previous research suggests that the cognitive style of field-independence/field-dependence has important implications for teaching and guidance. However, studies of the validity of group-administered measures which can be used with younger children are limited. The present study assessed the feasibility of using a widely recognized style measure, the Group Embedded Figures Test, with 45 fourth-, 42 fifth-, and 42 sixth-graders. The results were generally favorable with respect to the test's applicability to these age groups.

Group Embedded Figures Test: Psychometric Data for a Sample of Canadian Undergraduate Business Students

1988 ◽  
Vol 67 (1) ◽  
pp. 195-198 ◽  
Author(s):  
Lissa S. E. McRae ◽  
Jeffrey D. Young
Keyword(s):  
Sex Differences ◽  
Internal Consistency ◽  
Business Students ◽  
Business Administration ◽  
Distribution Characteristics ◽  
Embedded Figures Test ◽  
Psychometric Data ◽  
Embedded Figures ◽  
Group Embedded Figures Test ◽  
Undergraduate Business Students

The Group Embedded Figures Test was administered to a group of 150 Canadian senior undergraduates in business administration. Distribution characteristics, sex differences, reliability, and internal consistency measures for this group were compared to previously published norms for samples of USA students.

Group Embedded-Figures Test: Psychometric Data for a Sample of Business Students

1983 ◽  
Vol 56 (3) ◽  
pp. 707-710 ◽  
Author(s):  
Gerardine De Sanctis ◽  
Robert Dunikoski
Keyword(s):  
Sex Differences ◽  
Undergraduate Students ◽  
Internal Consistency ◽  
Business Students ◽  
Distribution Characteristics ◽  
Embedded Figures Test ◽  
Psychometric Data ◽  
Embedded Figures ◽  
Group Embedded Figures Test

185 undergraduate students in business completed the Group Embedded-figures Test. Distribution characteristics, sex differences, reliability, internal consistency, and differences across independent samples were examined.

Measurement of Rod-and-Frame Test Performance

1982 ◽  
Vol 54 (3) ◽  
pp. 915-922 ◽  
Author(s):  
Mary J. Allen ◽  
Marta Garcia ◽  
Linda Banerdt Bealessio
Keyword(s):  
Test Performance ◽  
Reliability And Validity ◽  
Scoring Systems ◽  
Female Adult ◽  
Frame Effect ◽  
Embedded Figures Test ◽  
Embedded Figures ◽  
Adult Volunteers ◽  
Rod And Frame Test ◽  
Rod And Frame

Data from 50 male and 50 female adult volunteers were analyzed for reliability and validity of three alternative scoring systems for the Rod and Frame Test, an absolute scoring system and two alternative algebraic scoring systems. Subjects took the Rod and Frame Test, Portable Rod and Frame Test, and the Embedded Figures Test. Absolute and algebraic frame-effect scores were reliable and valid. Rod-effect algebraic scores were less reliable and valid. Correlations were higher for females and correlations with the Embedded Figures Test were so low that the interchangeability of these field articulation measures is questionable.

Item Difficulty and Item Validity for the Children's Group Embedded Figures Test

1994 ◽  
Vol 78 (1) ◽  
pp. 75-79
Author(s):  
Reuben R. Rusch ◽  
Cynthia L. Trigg ◽  
Ray Brogan ◽  
Scott Petriquin
Keyword(s):  
Internal Consistency ◽  
Item Difficulty ◽  
Item Analysis ◽  
Validity And Reliability ◽  
Embedded Figures Test ◽  
Embedded Figures ◽  
Group Embedded Figures Test ◽  
Test Developer

The validity and reliability of the Children's Group Embedded Figures Test was reported for students in Grade 2 by Cromack and Stone in 1980; however, a search of the literature indicates no evidence for internal consistency or item analysis. Hence the purpose of this study was to examine the item difficulty and item validity of the test with children in Grades 1 and 2. Confusion in the literature over development and use of this test was seemingly resolved through analysis of these descriptions and through an interview with the test developer. One early-appearing item was unreasonably difficult. Two or three other items were quite difficult and made little contribution to the total score. Caution is recommended, however, in any reordering or elimination of items based on these findings, given the limited number of subjects ( n = 84).

Correlations among Field Dependence/Independence, Locus of Control and Self-Monitoring

1996 ◽  
Vol 83 (2) ◽  
pp. 604-606 ◽  
Author(s):  
Gloria Leventhal ◽  
Howard Sisco
Keyword(s):  
Locus Of Control ◽  
Field Dependence ◽  
Significant Relationship ◽  
Control Scale ◽  
Self Monitoring ◽  
Embedded Figures Test ◽  
Embedded Figures ◽  
Group Embedded Figures Test ◽  
Rod And Frame Test ◽  
Rod And Frame

72 college students completed the Witkin Rod and Frame Test and the Group Embedded Figures Test as measures of Field Dependence/Independence, the Nowicki-Strickland Internal-External Locus of Control Scale, and the Snyder Self-monitoring Scale. Analysis indicated a small but significant relationship between scores on the first two tests but none between the second two. A significant correlation between scores on locus of control with the Group Embedded Figures Test and none with the Rod and Frame test, and a small but significant relationship between scores on self-monitoring with those on both measures of field dependence.

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