Analytical Ability and Perceived Similarity to Parents

1974 ◽  
Vol 35 (3) ◽  
pp. 1335-1345 ◽  
Author(s):  
Anne Constantinople
Keyword(s):  
Perceived Similarity ◽  
Field Independence ◽  
Sex Typing ◽  
Field Independent ◽  
Masculine Characteristic ◽  
Published Research

Previous research has indicated that analytical ability is a masculine characteristic, in that males score higher than females on such measures and, within sex groups, those who are classified as more masculine on measures of sex typing tend to have greater analytical ability. The present study focuses primarily on field independence as one aspect of analytical ability and was designed to test within one sample some of the relationships found in prior research in which diverse samples and measures were used. Although some of the data confirm earlier findings, especially within sex groups, the most intriguing result is that females in this sample were more field-independent than the males. Serious questions about both the measures used and the nature of the sample can be raised, making any generalization unwise, but the finding is unprecedented in published research.

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/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.

Note on Parental Similarity, Acceptance of Authority, and Field Independence

1977 ◽  
Vol 45 (3) ◽  
pp. 811-814
Author(s):  
Cecilia L. Ridgeway
Keyword(s):  
High Field ◽  
Semantic Differential ◽  
Male Students ◽  
Perceived Similarity ◽  
Same Sex ◽  
Field Independence ◽  
Personality Variables ◽  
Embedded Figures Test ◽  
Embedded Figures ◽  
Opposite Sex

Bieri (1960) suggested that, particularly for males, the combined unconventionality of low acceptance of authority and greater perceived similarity to the opposite sexed parent would be associated with high field independence. This study challenged that argument suggesting that a mixture of conventional and unconventional personality variables, i.e., low acceptance of authority, same sex parental similarity or high acceptance of authority, opposite sex similarity, would be associated with higher field independence than consistently conventional or unconventional combinations of variables. 66 female and 57 male students completed an embedded-figures test, an acceptance of authority scale, and a semantic differential measure of perceived similarity to parents. The hypothesis was confirmed for males but not females. There were strong differences between these results and those obtained by Bieri with comparable measures.

Individual Difference Effects in Human-Computer Interaction

1983 ◽  
Vol 27 (6) ◽  
pp. 531-531
Author(s):  
Anita Kak Ambardar
Keyword(s):  
Cognitive Styles ◽  
Personal Finance ◽  
Database Search ◽  
Second Phase ◽  
Field Independence ◽  
Search Methods ◽  
Us Army ◽  
Cognitive Characteristics ◽  
Finance Management ◽  
Field Independent

One of the most common assumptions in design of Human-Computer interfaces is that there is an advantage to matching the psychological (cognitive) characteristics of the user to the interface features of the computer. However, except in the area of training and experience there have been few clear demonstrations that underlying cognitive characteristics of the user significantly interact with interface features. This paper will describe an experiment in which the effects of individual differences in user's information (cognitive) style (specifically field independence/dependence and breadth of categorization) upon interaction with a complex computer program were examined. The program was a realistically difficult personal finance management system which required database searching and problem solving activities. The program was rich enough to allow alternative interaction methods. The experiment comprised three parts. In the first phase, subjects learned how to use the computer system. In the second phase the subjects entered information into a personal finance database and in the third phase the subjects used their personal database to locate and correct discrepancies between a simulated bank statement and financial records. Prior to these experimental tasks subjects information-cognitive styles were evaluated using standardized tests of field independence/field dependence and breadth of categorization. The results indicate that users with different underlying information styles, at similar levels of learning, have different preferred methods of interacting with the computer, and, that different database search methods are preferred by users of different cognitive styles. For example, field independent subjects preferred key-word multidimensional, non sequential database search methods while field dependent subjects used a method in which the database was searched in a linear, sequential mode. This research is sponsored by US Army Research Institute for the Behavioral and Social Sciences

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.

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.

Field Dependence-Independence and Self-Esteem in Pre-Adolescent Children

1975 ◽  
Vol 41 (1) ◽  
pp. 41-42 ◽  
Author(s):  
Walter M. Pawelkiewicz ◽  
Walter G. Mc Intire
Keyword(s):  
Field Dependence ◽  
Analysis Of Variance ◽  
Self Esteem ◽  
Inventory Analysis ◽  
Field Independence ◽  
Field Independent ◽  
Middle Range ◽  
Field Dependent ◽  
Rod And Frame Test ◽  
Rod And Frame

The field independence-dependence and self-esteem of 200 preadolescent boys and girls were studied using the Portable Rod-and-frame Test and the Coopersmith Self-esteem Inventory. Analysis of variance indicated that field-independent children had significantly higher self-esteem than middle-range and field-dependent individuals. A small significant correlation between field independence and high self-esteem obtained (–.24) but only for boys.

Cognitive Styles in Children and Performance on Piagetian Conservation Tasks

1972 ◽  
Vol 35 (3) ◽  
pp. 747-756 ◽  
Author(s):  
J. Roland Fleck
Keyword(s):  
Second Grade ◽  
Verbal Mediation ◽  
Field Independence ◽  
Nonreversal Shift ◽  
Embedded Figures Test ◽  
Field Independent ◽  
Main Effect ◽  
And Performance ◽  
Relationship Of ◽  
The Relationship

An investigation of the relationship of field-independence-dependence and verbal mediation-nonmediation to Piagetian conservation behavior in 88 kindergarten, first, and second grade boys. It was hypothesized that the field-independent and the verbally mediating boys will have grasped the principle of conservation to a significantly greater degree than field-dependent and nonmediating boys. The Children's Embedded-figures Test and a reversal-nonreversal shift task were administered in order to categorize the boys on the two main effect dimensions of field independence-dependence and verbal mediation-nonmediation. The Concept Assessment Kit-Conservation was administered to measure the ability of each boy to conserve. The procedure resulted in a three-way irregular analysis of variance design. The main effect of field independence was significant as hypothesized ( p < .05). Grade was also significant ( p < .01), but neither the verbal mediation main effect nor any of the interactions was.

Field Independence in Concept Attainment

1968 ◽  
Vol 27 (2) ◽  
pp. 635-642 ◽  
Author(s):  
Louis S. Dickstein
Keyword(s):  
High Field ◽  
Cognitive Capacity ◽  
General Intelligence ◽  
Field Independence ◽  
Concept Attainment ◽  
Low Field ◽  
Stimulus Complex ◽  
Field Independent ◽  
Stimulus Materials

Concept-attainment tasks in which the stimulus materials are composed of several perceptual attributes appear to require differentiation of the stimulus complex or the cognitive capacity of field independence. High and low field-independent females were compared on performance of a concept-attainment task. The high field-independent Ss were significantly more efficient as measured by number of choices to solution, number of incorrect verbalizations, and thoroughness with which attributes were tested. These Ss also demonstrated greater readiness to accept the irrelevance of attribute values of an initial exemplar of the concept. General intelligence was ruled out as a possible explanation of these differences.

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