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.

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 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.

Group Embedded Figures Test: Psychometric Data Documenting Shifts from Prior Norms in Field Independence of Accountants

1993 ◽  
Vol 77 (2) ◽  
pp. 579-586 ◽  
Author(s):  
Richard A. Bernardi
Keyword(s):  
Field Independence ◽  
Second Career ◽  
Delayed Entry ◽  
Embedded Figures Test ◽  
Late Entry ◽  
Field Independent ◽  
Psychometric Data ◽  
Embedded Figures ◽  
Group Embedded Figures Test ◽  
Current Sample

This study examined the performance of 516 practicing accountants on the Group Embedded Figures Test. The present accountants scored significantly more field-independent than the published test norms and the 124 accountants in Pincus's 1985 sample. Significant differences were also noted between traditional (entry immediately following college at age 22) and delayed-entry (late entry or second career) accountants. Gender differences noted in the norms were not observed for the current sample.

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.

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.

ANALISIS HASIL BELAJAR LEVEL MAKROSKOPIK, SUBMIKROSKOPIK, DAN SIMBOLIK BERDASARKAN GAYA KOGNITIF SISWA SMA PADA MATERI POKOK SIFAT KOLIGATIF LARUTAN

2013 ◽  
Vol 18 (1) ◽  
pp. 116
Author(s):  
Nayudin Hanif ◽  
Wahyu Sopandi ◽  
Ali Kusrijadi
Keyword(s):  
Embedded Figures Test ◽  
Field Independent ◽  
Field Dependent ◽  
Embedded Figures ◽  
Group Embedded Figures Test

Penelitian yang berjudul “Analisis Hasil Belajar Level Makroskopik, Submikroskopik, dan Simbolik Berdasarkan Gaya Kognitif Siswa SMA pada Materi Pokok Sifat Koligatif Larutan” bertujuan untuk mengetahui perbedaan hasil belajar siswa gaya kognitif Field Dependent (FD) dan Field Independent (FI) level makroskopik, submikroskopik, dan simbolik pada materi pokok sifat koligatif larutan. Penelitian ini menggunakan metode deskriptif dengan subyek penelitian siswa FD sebanyak 49 orang dan siswa FI sebanyak 21 orang yang berasal dari tiga SMA Negeri kelas XII IPA di Kota Bandung. Instrumen penelitian berupa tes tertulis dan Group Embedded Figures Test (GEFT) serta instrumen penelitian pendukungnya berupa pedoman wawancara dan angket. Berdasarkan hasil pengolahan data diperoleh hasil sebagai berikut: (1) hasil belajar antara siswa FD dan siswa FI pada level makroskopik berbeda secara signifikan (p < 0,05) pada materi pokok sifat koligatif larutan, rata-rata hasil belajar siswa FI (sd = 29,53) lebih besar daripada siswa FD (sd = 29,00), (2) hasil belajar antara siswa FD dan siswa FI pada level submikroskopik berbeda secara signifikan (p < 0,05) pada materi pokok sifat koligatif larutan, rata-rata hasil belajar siswa FI (sd = 14,61) lebih besar daripada siswa FD (sd = 12,15), dan (3) hasil belajar antara siswa FD dan siswa FI level simbolik tidak berbeda secara signifikan (p > 0,05) pada materi pokok sifat koligatif larutan.Kata Kunci: gaya kognitif, makroskopik, sifat koligatif larutan, simbolik, submikroskopik

Relation between Raters' Characteristics and Halo Error

1980 ◽  
Vol 51 (3) ◽  
pp. 1003-1011 ◽  
Author(s):  
Louis Buffardi ◽  
James F. Gibson
Keyword(s):  
Cognitive Style ◽  
Personality Characteristics ◽  
Future Research ◽  
Embedded Figures Test ◽  
Field Independent ◽  
Field Dependent ◽  
Embedded Figures ◽  
Group Embedded Figures Test

The present study examined the effect of personality characteristics and cognitive style of raters on halo error. To control the information available to raters, a vignette concerning two fictitious individuals was presented. The two individuals were rated on 10 traits by 60 undergraduate raters. These raters also completed a Group Embedded Figures Test and a Thurstone Temperament Schedule. Raters characterized as dominant, vigorous, and stable were less susceptible to halo error than others. These results appear compatible with previous research on the characteristics of accurate raters. The hypothesis that field-independent raters would be less susceptible to halo error than field-dependent raters was not fully supported by the data. Suggestions for the direction of future research are given.

Group Embedded Figures Test: Psychometric Data for a Sample of Accountants Compared with Student Norms

1985 ◽  
Vol 60 (3) ◽  
pp. 707-712 ◽  
Author(s):  
Karen V. Pincus
Keyword(s):  
Liberal Arts ◽  
Business Students ◽  
Descriptive Statistics ◽  
Embedded Figures Test ◽  
Field Independent ◽  
Three Samples ◽  
Psychometric Data ◽  
Embedded Figures ◽  
Group Embedded Figures Test ◽  
Liberal Arts Students

The study examined the performance of 124 practicing accountants on the Group Embedded Figures Test. Descriptive statistics and reliability measures for the sample of accountants were compared to previously published norms for samples of students. The accountants were significantly less field independent than two of the three samples of business students. Sex differences noted previously for liberal arts students were not observed for the accountants.

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.

Reexamination of Relations between the Myers-Briggs Type Indicator and Field Dependence-Independence

1988 ◽  
Vol 67 (3) ◽  
pp. 691-695 ◽  
Author(s):  
Charles P. Schmidt ◽  
John W. McCutcheon
Keyword(s):  
Graduate Students ◽  
Field Dependence ◽  
Myers Briggs Type Indicator ◽  
Embedded Figures Test ◽  
Type Indicator ◽  
Field Dependent ◽  
Embedded Figures ◽  
Myers Briggs ◽  
Group Embedded Figures Test

The Group Embedded Figures Test and the Myers-Briggs Type Indicator were administered to 210 undergraduate and graduate students. Bivariate relations between the embedded figures test and the Indicator scales of Extraversion-Introversion (EI), Thinking-Feeling (TF), and Judgment-Perception (JP) were nonsignificant while the relation between scores on embedded figures and Sensing-Intuition (SN) was statistically significant. ESFP, ISFJ, and ESFJ types were significantly more field-dependent than the INFP and ENTP types.

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