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.

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.

Haptic Lateralization, Field Dependence, and Sex

1987 ◽  
Vol 64 (3) ◽  
pp. 907-914 ◽  
Author(s):  
Malcolm L. Van Blerkom
Keyword(s):  
College Students ◽  
Field Dependence ◽  
Psychological Differentiation ◽  
Men And Women ◽  
Embedded Figures Test ◽  
Field Independent ◽  
Field Dependent ◽  
Embedded Figures ◽  
The Relationship

This study was designed to examine the relationship between lateralization and field dependence-independence. Through prior screening, 48 right-handed college students (24 men and 24 women) were identified as either field dependent or field independent on the Embedded Figures Test. Using a unilateral haptic task, field-independent men were more lateralized than field-dependent men. No such differences were found for women. These results are discussed in relation to Witkin's theory of psychological differentiation. Possible differences between men and women are also discussed.

Cognitive Styles of French Canadian Athletes

1986 ◽  
Vol 63 (3) ◽  
pp. 1139-1142 ◽  
Author(s):  
Denis Drouin ◽  
Serge Talbot ◽  
Claude Goulet
Keyword(s):  
Field Dependence ◽  
Analysis Of Variance ◽  
Test Scores ◽  
Cognitive Styles ◽  
French Canadian ◽  
Environment Analysis ◽  
Athletic Program ◽  
Embedded Figures Test ◽  
Field Independent ◽  
Embedded Figures

The purpose of this study was to assess field-dependence/independence of 192 French Canadian athletes involved in a university athletic program. Field-dependence refers to one who is strongly influenced by his immediate environment, while a field-independent is individually oriented and much less influenced by environment. Analysis of variance showed that for these athletes there were no significant differences for the embedded figures test scores on age, sex, level of competition, and sports. The highest mean score of 13.86 was obtained by athletes older than 18 yr. of age.

Sex and Profession as Determinants of Field Dependence

1983 ◽  
Vol 57 (2) ◽  
pp. 617-618 ◽  
Author(s):  
Ahuva Windsor
Keyword(s):  
Sex Differences ◽  
Spatial Ability ◽  
Field Dependence ◽  
Biological Sex ◽  
Embedded Figures Test ◽  
Field Independent ◽  
Embedded Figures ◽  
Group Embedded Figures Test ◽  
The Relationship

This study explored whether consistently found sex differences in field-dependence, showing males more field independent than females, would persist when members of both sex groups have high spatial ability. No such differences were found between 16 male and 11 female Design and Architecture students who took the Group Embedded Figures Test. Apparently biological sex alone does not determine field-dependence; this study calls for examination of the relationship between spatial ability and field dependence.

Spanish Children's Scores on Children's Embedded Figures and Rod and Frame Tests

1993 ◽  
Vol 76 (3_suppl) ◽  
pp. 1259-1263 ◽  
Author(s):  
Juan Antonio Amador-Campos ◽  
Teresa Kirchner-Nebot
Keyword(s):  
Field Dependence ◽  
Test Scores ◽  
Embedded Figures Test ◽  
Embedded Figures ◽  
Measure Field ◽  
Rod And Frame Test ◽  
Rod And Frame

The Children's Embedded Figures Test and the Rod and Frame Test were administered to 179 boys and 110 girls of an average age of 9.03 years to measure field dependence-independence. No significant gender-related differences were found on either test. Scores on these tests were moderately and significantly correlated.

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.

Field Dependence-Independence as Related to College Curricula

1971 ◽  
Vol 33 (3_suppl) ◽  
pp. 1235-1237 ◽  
Author(s):  
Edith A. DeRussy ◽  
Emily Futch
Keyword(s):  
College Students ◽  
Field Dependence ◽  
Liberal Arts ◽  
College Age ◽  
Embedded Figures Test ◽  
Field Dependent ◽  
Embedded Figures

32 college students took part in an experiment using Witkin's Embedded-figures Test as a measure of field dependence. It was hypothesized that: (1) students majoring in liberal arts are more field-dependent than those majoring in math, physics, and chemistry; and (2) college-age females are more field-dependent than college-age males. The data supported both hypotheses.

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.

Inhibition and the Facilitating Effect of Noise on Interference Tasks

1968 ◽  
Vol 27 (3) ◽  
pp. 947-950 ◽  
Author(s):  
B. Kent Houston
Keyword(s):  
College Students ◽  
Digit Symbol ◽  
Inhibitory Processes ◽  
Embedded Figures Test ◽  
Embedded Figures

3 groups of 14 college students performed the Digit Symbol Test (DST) and Embedded-figures Test (EFT) under one of 3 conditions: varied noises to be ignored, varied noises requiring attention for a spoken command, and no noise. It was hypothesized that performance on DST, but not EFT, would be enhanced in the condition of noises to be ignored. The results supported the hypothesis. A case is made for explaining the findings in terms of an interaction between inhibitory processes.

scholarly journals Pengaruh Pendekatan Kontekstual Terhadap Kemampuan Penalaran Matematis Ditinjau dari Gaya Kognitif Peserta Didik

2019 ◽  
Vol 2 (1) ◽  
pp. 30-38
Author(s):  
Nosva Adam Yunus ◽  
Evi Hulukati ◽  
Ismail Djakaria
Keyword(s):  
Embedded Figures Test ◽  
Field Independent ◽  
Embedded Figures ◽  
Group Embedded Figures Test ◽  
Quasi Experiment

Artikel ini membahas tentang pengaruh pendekatan kontekstual terhadap kemampuan penalaran ditinjau dari gaya kognitif peserta didik. Jenis penelitian Quasi Experiment dengan desain Faktorial  menggunakan uji analisis dua jalur dan uji Tukey. Metode pengumpulan data melalui pemberian tes kemampuan penalaran dan Group Embedded Figures Test (GEFT). Temuan penelitian menunjukkan bahwa pada pembelajaran kontekstual subjek bergaya kognitif Field Independent menguasi lebih tiga dari empat indikator pemampuan penalaran matematis dengan nilai . Sementara pada pembelajaran langsung, subjek bergaya kognitif Field Independent hanya menguasi kurang tiga dari empat indikator kemampuan penalaran matematis dengan nilai nilai . Dengan demikian, terdapat pengaruh pendekatan kontekstual terhadap kemampuan penalaran peserta didik yang mempunyai gaya kognitif Field Independent.

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