Mobility-Fixity Dimension in Witkin's Theory of Field-Dependence/Independence and its Implications for Problem Solving in Science
Various studies have shown the advantage of field independence for problem solving in science courses. The mobility-fixity dimension of Witkin's theory suggests that, although field-independent subjects are successful in science courses, field-independent subjects who ate mobile are expected to be more successful. Mobile subjects are those who have available to them both a developmentally advanced mode of functioning (field independence) and a developmentally earlier mode (field dependence). To test the hypothesis that mobile subjects would obtain a better performance than fixed subjects in freshman chemistry, mathematics, and biology courses, the Group Embedded Figures Test was used along with the Figural Intersection Test to classify subjects as mobile or fixed ( ns = 0–24 per group). As predicted, subjects' performance in chemistry, mathematics, and biology courses showed the advantage of the mobile group. Necessary is a replication with a larger number of subjects, inclusion in content of course tests of items requiring scientific analysis, and use of a psychometrically rigorous Figural Intersection Test.