Individual Differences in the Reading Process: Field Independence and Letter Detection

1988 ◽  
Vol 66 (1) ◽  
pp. 323-326 ◽  
Author(s):  
Martin F. Davies
Keyword(s):  
College Students ◽  
Individual Differences ◽  
Female College Students ◽  
Reading Process ◽  
Letter Detection ◽  
Field Independence ◽  
Visual Strategy ◽  
Normal Reading ◽  
Field Independent

This study concerned the role of field independence in letter detection during normal reading by 49 female college students. Field independence was associated with significantly better detection of silent es but only slightly better detection of sounded es. Field independence was also associated with significantly greater use of a visual than a phonological strategy in letter detection. Although use of a visual strategy was associated with significantly better detection of silent (but not sounded) es, path analysis showed that the influence of field independence on letter-detection performance was not mediated by use of a visual strategy. Rather, the effect of field independence was direct, suggesting that it is the superior visual disembedding ability of field-independent persons which is responsible for better letter detection in reading.

Factor Analysis of the Ability to Comprehend Time-Compressed Speech

1971 ◽  
Vol 4 (1) ◽  
pp. 40-49 ◽  
Author(s):  
Ronald P. Carver ◽  
Raymond L. Johnson ◽  
Herbert L. Friedman
Keyword(s):  
College Students ◽  
Factor Analysis ◽  
Individual Differences ◽  
Listening Comprehension ◽  
Field Independence ◽  
Large Component ◽  
Compressed Speech ◽  
Field Independent ◽  
Perceptual Ability

Sources of individual differences in the listening comprehension of speech presented at different rates were investigated by factor analyzing 11 variables, including measures of comprehension and field-independence. Twenty-two different tests, two for each variable, were administered to 50 college students. It was concluded that: (a) the cloze type of test includes a large component of variance unrelated to comprehension and quite specific to the technique itself, and (b) the comprehension of highly speeded speech probably involves a perceptual ability to be field-independent in addition to a separate ability involved in comprehending speech at normal rates.

Role of Personality Characteristics in Coping Behaviors

1992 ◽  
Vol 71 (3) ◽  
pp. 687-690 ◽  
Author(s):  
Keiko Nakano
Keyword(s):  
Social Support ◽  
College Students ◽  
Regression Analysis ◽  
Multiple Regression Analysis ◽  
Situational Factors ◽  
Personality Characteristics ◽  
Female College Students ◽  
Coping Behaviors ◽  
Japanese Female

The relations between coping behaviors and personality characteristics (introversion/extroversion) were examined in 176 Japanese female college students. Multiple regression analysis indicated that extrovertive individuals more often used not only seeking social support but also avoidance than did introvertive subjects. An implication for further research would be to analyze the interactions between personality influences and situational factors in coping behaviors.

COGNITIVE STYLE PERFORMANCE AND FORM DISCRIMINATION

1973 ◽  
Vol 1 (1) ◽  
pp. 17-22 ◽  
Author(s):  
Glen M. Vaught ◽  
Paul A. Roodin
Keyword(s):  
College Students ◽  
Cognitive Style ◽  
Field Dependence ◽  
Active Touch ◽  
Female College Students ◽  
Form Discrimination ◽  
Female College ◽  
Passive Touch ◽  
Field Independent ◽  
Field Dependent

Forty-two male and 42 female college students were subdivided into field independent, medium, and field dependent identity groups and matched for sex. Each subject was given 24 active and 24 passive touch form discrimination trials. The results showed that active touch form discrimination yielded fewer errors than passive touch and that females were better form discriminators than males. The interaction between field dependence, form discrimination and sex showed that in contrast to field independent subjects, field dependent males made more form discrimination errors while females improved. This interaction is discussed in relation to the field dependence literature.

Exploring the Role of Expectancies in the Mental and Physical Health Outcomes of Written Self-Disclosure

2007 ◽  
Vol 27 (2) ◽  
pp. 99-115 ◽  
Author(s):  
Candace L. Patterson ◽  
Jefferson A. Singer
Keyword(s):  
College Students ◽  
Health Outcomes ◽  
Physical Health ◽  
Emotional Expression ◽  
Female College Students ◽  
Self Disclosure ◽  
Positive Effects ◽  
Physical Health Outcomes ◽  
Mental And Physical Health

Emotional self-disclosure yields mental and physical health benefits. Methods for enhancing this intervention have largely been ignored in the literature. Building from research that indicates that expectations play a role in self-disclosure's outcomes, the current research examined expectations and self-disclosure. Health outcomes were assessed in 40 female college students who participated in a written self-disclosure exercise for 15 minutes for 3 consecutive days. In order to determine the interactive influence of self-disclosure and expectancy on mental and physical health outcomes, participants self-disclosed a traumatic or trivial topic and the researchers attempted to manipulate participants' expectancies concerning the benefits produced by self-disclosure. Women who disclosed traumas and were given the expectancy that disclosure would yield benefits had decreased interpersonal sensitivity and interpersonal alienation 1 month after disclosure. Limitations and recommendations are discussed. Creating positive expectations may represent a method for enhancing the positive effects of emotional expression.

Stress-Amplifying Effects of Negative Social Exchanges Among Female Japanese College Students

2012 ◽  
Vol 40 (6) ◽  
pp. 891-901
Author(s):  
Yasuyuki Fukukawa
Keyword(s):  
College Students ◽  
Social Network ◽  
Depressive Symptoms ◽  
Life Events ◽  
Financial Strain ◽  
Female College Students ◽  
Life Event ◽  
Social Exchanges ◽  
Negative Social Exchanges

The role of negative social exchanges that amplify the association between stressor and depressive symptoms was examined. Data collected from 121 female college students (mean age = 18.9, SD = 0.7) were analyzed to determine whether the effect of life event stress on depression differs depending on participants' negative exchanges with members of their social network. The results indicated that the association between the total number of experienced life events and depressive symptoms was not amplified by negative exchanges. However, analyses testing life events individually indicated that negative exchanges significantly amplified the association of depressive symptoms with life events that were related to participants' financial strain or salient social roles.

Psychological Masculinity and Femininity: Relationship to Striving and Self-Concept in the Achievement and Interpersonal Domains

1981 ◽  
Vol 6 (2) ◽  
pp. 218-233 ◽  
Author(s):  
Jacob L. Orlofsky ◽  
Jayne E. Stake
Keyword(s):  
College Students ◽  
Individual Differences ◽  
Personality Traits ◽  
Sex Role ◽  
Self Concept ◽  
Female College Students ◽  
Male And Female ◽  
Social Competencies ◽  
Masculinity And Femininity ◽  
Role Norms

The relative influences of gender and individual differences in psychological masculinity and femininity on the achievement and interpersonal strivings, abilities, and self-concepts of 176 male and female college students were investigated. The results indicate that psychological masculinity and femininity are better predictors of strivings and self-concepts in the achievement and interpersonal domains than gender. Only with respect to subjects' expected and ideal financial responsibilities, an area which is governed by strong societal sex role norms, does the influence of gender surpass that of psychological masculinity and femininity. The results are discussed in terms of the personality strengths and social competencies that derive from masculine and feminine personality traits.

Awareness of female college students about the values ​​of citizenship in Islamic educational thought and the role of colleges of education in strengthening them: وعي بعض طالبات الجامعات السعودية بقيم المواطنة في الفكر التربوي الإسلامي ودور كليات التربية في تعزيزها

2020 ◽  
Vol 4 (48) ◽  
Author(s):  
Manal Ammar Mezuo
Keyword(s):  
College Students ◽  
Freedom Of Expression ◽  
Female Students ◽  
University Education ◽  
Female College Students ◽  
Colleges Of Education ◽  
Educational Thought ◽  
Female College ◽  
The University

The study aims at identifying the awareness of female college students about the values ​​of citizenship in Islamic educational thought and the role of colleges of education in strengthening them, The study used the descriptive approach, and the study sample included a random size of (500) female students by 100 students from each university, and the study tool included four axes, the first axis dealt with the awareness of the value of Arab-Islamic culture, and the second axis dealt with the awareness of the importance of the Arabic language, and the third axis dealt with Awareness of the importance of religious events. The fourth axis dealt with the role of colleges of education, as well as relying on arithmetic averages in addition to analyzing multiple variances. All statistical treatments were done using the SPSS (v12) statistical program. The results of the field study showed that the students are very aware of the values ​​of citizenship as well as the role of the colleges of education, as all the averages approached the great end for each dimension, and the results also showed there are no statistically significant differences in the level of students’ awareness of the values ​​of citizenship and the role of colleges of education depending on the variables of the university and the division and interaction between them. In light of the results, the study made some recommendations, including that student activities must be characterized by diversity, with the participation of the largest possible number of students, the curricula should include in their content the values ​​of citizenship, such as collective spirit and commitment to the standards and regulations of society, the students’ curricula should develop the principle of freedom of expression and the culture of dialogue, the university professor’s behavior must match his ideas in educational situations and the necessity of conducting similar studies on other samples such as graduate students and female students in pre-university education stages.

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