FIELD DEPENDENCE/INDEPENDENCE AND PERFORMANCE IN SCHOOL: AN ARGUMENT AGAINST NEUTRALITY OF COGNITIVE STYLE

1990 ◽  
Vol 70 (3) ◽  
pp. 1079 ◽  
Author(s):  
MARIA FERNANDA PARAMO
Keyword(s):  
Cognitive Style ◽  
Field Dependence ◽  
And Performance

Field Dependence and the Differentiation of Affective States

1981 ◽  
Vol 139 (1) ◽  
pp. 52-58 ◽  
Author(s):  
Katharine R. Parkes
Keyword(s):  
Sex Differences ◽  
Social Class ◽  
Cognitive Style ◽  
Field Dependence ◽  
Normal Female ◽  
Cognitive Symptoms ◽  
Affective States ◽  
Clear Cut ◽  
Field Independent ◽  
Field Dependent

SummaryThe extent to which anxiety, irritability and depression were differentiated as separate entities associated with characteristic patterns of somatic and cognitive symptoms by field dependent (FD) and field independent (Fl) normal female subjects was studied with the Hidden Figures Test and Unpleasant Emotions Questionnaire. In the Fl group the correlations between the three emotions were low and non-significant, reflecting a clear-cut differentiation in symptom configuration, as shown by psychiatrists. In the FD group the inter-correlations were significant and positive, corresponding to relatively poor symptom differentiation, comparable to that of a psychiatric patient group. This suggests that the cognitive style variable of field dependence may underly differences in symptom differentiation associated with psychiatrist/patient differences and, more generally, with social class and sex differences.

Cognitive Style and Performance under Distraction: A Partial Replication

1968 ◽  
Vol 26 (3) ◽  
pp. 863-867
Author(s):  
Helen L. Bee
Keyword(s):  
Cognitive Style ◽  
Partial Support ◽  
Partial Replication ◽  
Mathematics Problems ◽  
Interference Test ◽  
And Performance ◽  
And Mathematics

This study is a partial test of a hypothesis advanced by Broverman (1960a, 1960b) that performance under distraction is a function of the degree of match between the requirements of the task and the cognitive style of Ss. It is expected that, when there is a match, little decrement in performance under distraction will be observed. 61 adult Ss were administered the Stroop Word Color Interference Test and categorized as either perceptual-motor or conceptual dominant. Each S was also given anagrams and mathematics problems with and without distraction. No differences between the cognitive style groups were obtained on performance without distraction. However, there were differences in decrement scores (distraction minus non-distraction); conceptual Ss were less disrupted by distraction on anagrams than were perceptual-motor Ss ( p < .05). No differences were obtained on the mathematics problems. The results were taken as partial support from Broverman's hypothesis.

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.

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.

Accommodating Instruction to Learners' Field Independence/Dependence: A Study of Effects on Achievement and Attitudes

1986 ◽  
Vol 62 (3) ◽  
pp. 967-974 ◽  
Author(s):  
Glennelle Halpin ◽  
Helen Peterson
Keyword(s):  
Graduate Students ◽  
Cognitive Style ◽  
Field Dependence ◽  
Field Independence ◽  
Study Materials ◽  
Educational Implications ◽  
Univariate Analyses

Subjects (N = 221 undergraduate and graduate students) were randomly assigned printed study materials matched/mismatched with their cognitive style. Field independence and field dependence were the stylistic dimensions considered. Multivariate and univariate analyses yielded significant differences in achievement and attitudes as a function of cognitive style and college status but not of matching/mismatching instruction to cognitive style. Educational implications are discussed.

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