Effect of Structured Ice Hockey Training on Scores on Field-Dependence/Independence

1988 ◽  
Vol 66 (1) ◽  
pp. 175-181 ◽  
Author(s):  
Claude Goulet ◽  
Serge Talbot ◽  
Denis Drouin ◽  
Pierre Trudel
Keyword(s):  
Physical Activity ◽  
Field Dependence ◽  
High Field ◽  
Ice Hockey ◽  
Control Group ◽  
Field Independence ◽  
Embedded Figures Test ◽  
Field Dependency ◽  
Field Independent ◽  
Embedded Figures

The aim of the present study is to test two hypotheses, (1) Witkin and Goodenough's 1982 assumption that participation in a structured physical activity increases field-independence and (2) that subjects characterized by high field-independence would show greater gains than subjects with high field-dependence on ice hockey skills. An adaptation of Oltman, Raskin, and Witkin's Group Embedded Figures Test (GEFT) was given to measure field-dependency and standardized tests were used to evaluate the players' skill. An experimental group of 26 boys ( M = 11.27 yr.) were members of an ice hockey training program; 18 boys of a control group ( M = 11.93 yr.) participated in no programmed physical activity. A pretest (field-dependency and skill) was administered 21 weeks prior to the posttest; no significant differences were found for scores on embedded figures between groups; Witkin and Goodenough's hypothesis was not supported, but field-independent subjects tended to learn more.

Field-Dependence and Stability of Self-View

1976 ◽  
Vol 43 (2) ◽  
pp. 563-566 ◽  
Author(s):  
Willem Claeys ◽  
Paul Deboeck ◽  
Nicole Viaene
Keyword(s):  
Field Dependence ◽  
Self Report ◽  
Personality Factor ◽  
Field Independence ◽  
Emotional Instability ◽  
Embedded Figures Test ◽  
Field Independent ◽  
Field Dependent ◽  
Embedded Figures ◽  
Second Year

Contrary to Witkin's opinion, field-dependent individuals are expected to show higher stability of self-view than field-independent individuals. 73 Belgian second-year university students were submitted to the Group Embedded Figures Test. The Five Personality Factor Test measuring extraversion, friendliness, emotional instability, conscientiousness and general culture, was administered to each student for self-description (self-report) and to both parents for description of the student (mother's report and father's report). The decrease of correlation between self-report and parent's report as a function of the degree of student's field-independence supports the authors' hypothesis. Results are interpreted in terms of closer attention of field-independent individuals to relevant cues.

Mobility-Fixity: Further Psychometric Data on the Field Independence of Accountants

1995 ◽  
Vol 80 (2) ◽  
pp. 515-521 ◽  
Author(s):  
Tina Y. Mills
Keyword(s):  
Field Dependence ◽  
Test Scores ◽  
Field Independence ◽  
Embedded Figures Test ◽  
Field Independent ◽  
Psychometric Data ◽  
Field Dependent ◽  
Embedded Figures ◽  
Group Embedded Figures Test

This study examined the performance of 49 accountants on the Group Embedded Figures Test and the Figural Intersections Test and used the two sets of scores to measure not only the accountants' field dependence-independence but also whether they may be mobile or fixed. This combination of test scores led to dividing accountants into one of four cognitive subtypes (field-independent scorers, both fixed and mobile, and field-dependent scorers, both fixed and mobile). The implications of mobility-fixity for accountants are discussed.

Relation of Field Dependence to the “Philosophies of Human Nature”

1969 ◽  
Vol 24 (1) ◽  
pp. 197-198
Author(s):  
Robert B. Duke
Keyword(s):  
Human Nature ◽  
Field Dependence ◽  
The Other ◽  
Field Independence ◽  
Personality Variables ◽  
Positive View ◽  
Embedded Figures Test ◽  
Embedded Figures ◽  
Positive Correlations ◽  
The One

To study the function of personality variables in the perception of other people, 52 undergraduate males were administered the Philosophies of Human Nature Scale and the Embedded-figures Test. Relatively low but significant positive correlations were found between field independence and trustworthiness, altruism, and the positive view of human nature. There was no significant correlation between field independence and strength of will, independence, complexity, and variability. Apparently, the personality of the one perceiving is relevant to what is perceived in the other person.

Field-Dependence/Field-Independence and Labeling of Facial Affect

1979 ◽  
Vol 48 (2) ◽  
pp. 489-490 ◽  
Author(s):  
Dominick Pellegreno ◽  
Fred Stickle
Keyword(s):  
High School ◽  
High School Students ◽  
Facial Affect ◽  
Field Independence ◽  
School Students ◽  
Pearson Product Moment Correlation ◽  
Embedded Figures Test ◽  
Field Independent ◽  
Field Dependent ◽  
Embedded Figures

56 high school students were administered the Group Embedded Figures Test and the Pictures of Facial Affect. A low Pearson product-moment correlation of .02 was obtained between the measures. Data indicated that field-dependent and field-independent individuals were not significantly different in their skills of labeling pictures of facial affect.

Field Dependence in Visually and Nonvisually Involved Learning Disabled Children

1976 ◽  
Vol 43 (1) ◽  
pp. 67-74 ◽  
Author(s):  
Richard J. Cowen ◽  
Norman I. Harway
Keyword(s):  
Field Dependence ◽  
Learning Disabled ◽  
Small Sample ◽  
Control Group ◽  
Disabled Children ◽  
Field Independent ◽  
Embedded Figures ◽  
Dependence Measures ◽  
Perceptually Impaired ◽  
Rod And Frame

39 visually and nonvisually perceptually impaired 8- to 11-yr.-old boys with learning disabilities were compared with a control group of 35 “normal” learners on the Rod-and-frame and Children's Embedded-figures Tests. Previous findings of greater field dependence of learning disabled children are confounded because the experimental tasks involved visual perception. In our study the 27 “visuals” were more field-dependent than either the 12 “nonvisuals” or the controls. The latter groups did not differ significantly from one another, which may in part be a function of the small sample of nonvisual children identified. Alternative explanations, e.g., the visual nature of the field-dependence measures and the lack of reading difficulty of the nonvisual group, are considered. For the visually disabled Ss only Vocabulary scores correlate significantly with Rod-and-frame and Embedded-figures scores, suggesting that among such children those with higher verbal intelligence may be more field-independent.

Effects of Speed Vs Accuracy Instructions and Field Dependence on College Students' Digit-Symbol Matching Performance

1991 ◽  
Vol 73 (1) ◽  
pp. 314-314 ◽  
Author(s):  
Jane L Wong ◽  
Andrew R. Gilpin
Keyword(s):  
College Students ◽  
Field Dependence ◽  
Test Scores ◽  
Digit Symbol ◽  
Embedded Figures Test ◽  
Correct Digit ◽  
Field Independent ◽  
Embedded Figures ◽  
Matching Performance ◽  
Group Embedded Figures Test

Correct digit-symbol matches of 68 women were significantly higher than those of 26 men. Speed instructions led to higher scores than those for accuracy or a neutral approach. Field dependence (Group Embedded Figures Test scores) interacted with instructions and field independent subjects scored higher when instructed to be accurate.

Note on Parental Similarity, Acceptance of Authority, and Field Independence

1977 ◽  
Vol 45 (3) ◽  
pp. 811-814
Author(s):  
Cecilia L. Ridgeway
Keyword(s):  
High Field ◽  
Semantic Differential ◽  
Male Students ◽  
Perceived Similarity ◽  
Same Sex ◽  
Field Independence ◽  
Personality Variables ◽  
Embedded Figures Test ◽  
Embedded Figures ◽  
Opposite Sex

Bieri (1960) suggested that, particularly for males, the combined unconventionality of low acceptance of authority and greater perceived similarity to the opposite sexed parent would be associated with high field independence. This study challenged that argument suggesting that a mixture of conventional and unconventional personality variables, i.e., low acceptance of authority, same sex parental similarity or high acceptance of authority, opposite sex similarity, would be associated with higher field independence than consistently conventional or unconventional combinations of variables. 66 female and 57 male students completed an embedded-figures test, an acceptance of authority scale, and a semantic differential measure of perceived similarity to parents. The hypothesis was confirmed for males but not females. There were strong differences between these results and those obtained by Bieri with comparable measures.

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.

Associating Embedded Figures Test Performance with Extreme Hysteria and Psychasthenia MMPI Scores in a Psychiatric Population

1980 ◽  
Vol 50 (2) ◽  
pp. 432-434
Author(s):  
David M. Lawrence ◽  
Victor Morton
Keyword(s):  
Field Dependence ◽  
Test Performance ◽  
Field Independence ◽  
Embedded Figures Test ◽  
Geometric Figures ◽  
Performance Time ◽  
Embedded Figures ◽  
Chi Squared ◽  
Psychiatric Population ◽  
Female Subjects

21 female subjects from a psychiatric population scoring high on one of two MMPI scales, Hysteria or Psychasthenia, were given Jackson's (1956) shortened version of the Embedded Figures Test. Hysteria correlates positively and significantly .71 with time spent in detecting embedded geometric figures. Obsessive-compulsiveness and Embedded Figures Test performance time are negatively correlated —.63. The average times were 102.5 sec. for hysteria subjects and 62.6 sec. for psychasthenia subjects. Chi-squared establishes the significant association of MMPI measurements for hysteria and obsessive-compulsiveness with field-dependence and field-independence, respectively.

Effect of Cognitive Style on Strategies for Comprehension of Prose

1983 ◽  
Vol 56 (3) ◽  
pp. 859-863 ◽  
Author(s):  
Dayo Adejumo
Keyword(s):  
Cognitive Style ◽  
Cognitive Styles ◽  
Control Group ◽  
Embedded Figures Test ◽  
Introductory Course ◽  
Field Independent ◽  
Field Dependent ◽  
Embedded Figures ◽  
Group Embedded Figures Test ◽  
Better Than

The effect of cognitive style on the performance of four groups who used different strategies of study to comprehend prose was investigated. Performance on Group Embedded Figures Test was used to classify subjects into groups by cognitive style. 201 field-dependent and 125 field-independent subjects enrolled in an introductory course in psychology were subjects. Field-independent subjects performed significantly better overall. In particular, field-independent subjects in the control group and the groups given factual and inferential questions as study aids performed better than the field-dependent subjects on the inferential items at posttest. On the factual items at posttest, field-independent subjects performed significantly better only in the group who were given inferential questions as an adjunct. The cognitive styles of the subjects interacted with the strategies of study and seem to affect performance on comprehension of prose at posttest.

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