Correlations among Field Dependence-Independence, Sex, Sex-Role Stereotype, and Age of Preschoolers

1991 ◽  
Vol 73 (3) ◽  
pp. 747-756 ◽  
Author(s):  
Emil William Chynn ◽  
Jack Demick ◽  
Andrew Garrod ◽  
Edward DeVos
Keyword(s):  
Field Dependence ◽  
Sex Role ◽  
Field Independence ◽  
Sex Typing ◽  
Embedded Figures Test ◽  
Sex Role Stereotyping ◽  
Field Independent ◽  
Educational Implications ◽  
Role Learning ◽  
Role Stereotype

Preschoolers (27 boys, mean age = 4.7 yr.; 24 girls, mean age = 4.6 yr.) were assessed for field dependence-independence (Preschool Embedded Figures Test), sex-role stereotyping (Sex-role Learning Inventory), and receptive verbal intelligence (Peabody Picture Vocabulary Test—Revised). Relative to the girls, the boys were significantly less field-independent and significantly more sex-role stereotyped. After age and Peabody IQs were partialled out by multiple regression, same-sex typing in boys and cross-sex typing in girls were significant predictors of field independence. The regression analysis also suggested that, by 5.3 yr. of age, the boys as a group surpassed the girls on field independence. Limitations of the present research and educational implications of the over-all findings are discussed.

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 Dimension in Witkin's Theory of Field-Dependence/Independence and its Implications for Problem Solving in Science

1987 ◽  
Vol 65 (3) ◽  
pp. 755-764 ◽  
Author(s):  
Mansoor Niaz
Keyword(s):  
Problem Solving ◽  
Field Dependence ◽  
Field Independence ◽  
Science Courses ◽  
Embedded Figures Test ◽  
Mode Field ◽  
Field Independent ◽  
Scientific Analysis ◽  
Biology Courses ◽  
Intersection Test

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.

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.

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.

Cognitive Style of Female University Students of Visual Art

1983 ◽  
Vol 56 (2) ◽  
pp. 439-442 ◽  
Author(s):  
Betty D. Copeland
Keyword(s):  
Cognitive Style ◽  
Undergraduate Students ◽  
Visual Art ◽  
Male Students ◽  
Field Independence ◽  
Embedded Figures Test ◽  
Field Independent ◽  
Male Undergraduate ◽  
Urban University ◽  
Measure Field

This study examined the cognitive style of 121 female and 84 male undergraduate students enrolled in 5 art courses (art education, fibers, sculpture, introductory and advanced art history) at an urban university. The Group Embedded Figures Test was administered to these students to measure field-independence or cognitive style. Students showed diversity of cognitive styles. Both female and male students scored in the mid-quartiles. Males over-all were slightly 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.

Field Dependence and Accuracy of Comparison of Time Intervals

1967 ◽  
Vol 24 (2) ◽  
pp. 467-472 ◽  
Author(s):  
P. Du Preez
Keyword(s):  
Field Dependence ◽  
Sensory Modality ◽  
Visual Signals ◽  
Time Judgment ◽  
Male Students ◽  
Time Interval ◽  
Field Independence ◽  
Time Intervals ◽  
Embedded Figures Test ◽  
Rod And Frame Test

The relations between (a) field dependence and accuracy of time judgment, (b) extraversion and reproduction of time, (c) neuroticism and accuracy of time judgment, and (d) auditory and visual comparisons of time intervals were studied, using 50 male students as Ss. Field dependence was assessed by the Rod and Frame Test (RFT) and the Thurstone (1944) version of the Gottschaldt Embedded Figures Test (EFT). Extraversion and neuroticism were assessed by means of the MPI. In making time judgments, S had to adjust the second of two signals so as to equal the time interval of the first. The signals varied in sensory modality (auditory and visual signals were compared) and in complexity (symphonic music, a projected picture, and a pure tone and light were used). Accuracy in time judgment did not correlate with field independence, extraversion was positively, though weakly related to time judgment; neuroticism did not relate to accuracy of time judgment, and no differences were found when auditory and visual time intervals were compared.

scholarly journals Field Dependence-Independence in Second-Language Acquisition: Some Forgotten Aspects

1998 ◽  
Vol 1 ◽  
pp. 32-38 ◽  
Author(s):  
Carolina Tinajero ◽  
Fernanda Páramo
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Cognitive Style ◽  
Field Dependence ◽  
Embedded Figures Test ◽  
Cognitive Components ◽  
Field Independent ◽  
Field Dependent ◽  
Z Scores

This study examined the role of sex and intelligence in the relationship between field dependence-independence and second language acquisition for a sample of 383 students (187 girls and 196 boys) aged between 13 and 16. The Portable Rod and Frame Test (PRFT) and the Embedded Figures Test (EFT) were used to evaluate cognitive style. A two-way covariance analysis, with intelligence as the covariate, was employed to investigate differences in second language achievement between students classified as either field-dependent or field-independent. A cluster analysis using z scores was examined to study the performance of subjects classified as either field-dependent or field-independent according to scores obtained on the EFT and the PRFT (“coincident” subjects) and those classified as field-dependent in one test and field-independent in the other (“non-coincident” subjects). No statistically significant differences between the two groups were obtained when cognitive style was defined by scores on the PRFT. When field dependence-independence was measured by scores on the EFT, field-independent girls performed better than field-dependent girls (p < .005), but this outcome was not observed for boys. These results suggest a differential contribution of the “perceptive” and “cognitive” components of field dependence-independence and a modulating role by sex.

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