Effects of Muscle Tone and Changes in Autonomic Balance on Cognitive Style

1980 ◽  
Vol 46 (3) ◽  
pp. 916-918 ◽  
Author(s):  
Vezio Ruggieri ◽  
Pia Mazza
Keyword(s):  
Cognitive Style ◽  
Muscle Tone ◽  
The Body ◽  
Control Group ◽  
Field Independence ◽  
Body Experience ◽  
Embedded Figures Test ◽  
Embedded Figures ◽  
The Relationship ◽  
Experimental Group

To study the relationship between cognitive style and psychophysiological variables, the Embedded Figures Test of Witkin was given to an experimental group of 25 students and to a matched control group. The experimental group was then submitted for 3 mo. to the exercises of Schultz's autogenic training. The control group had no treatment on the embedded figures. Retest showed for both groups an improvement toward greater field-independence. However, improvement was significantly greater for the trained group than for the control group. These results support the view that the cognitive style is partially dependent on the psychophysiological information in the body, in such way that changes in body-experience may modify some aspects of cognitive style.

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.

The Interaction of Field Dependence/Independence and the Level of Guidance of Mathematics Instruction

1979 ◽  
Vol 10 (5) ◽  
pp. 347-355 ◽  
Author(s):  
Verna M. Adams ◽  
Douglas B. McLeod
Keyword(s):  
Elementary Teachers ◽  
Cognitive Style ◽  
Field Dependence ◽  
Retention Test ◽  
Mathematics Instruction ◽  
Mathematical Achievement ◽  
Prospective Elementary Teachers ◽  
Embedded Figures Test ◽  
Embedded Figures ◽  
The Relationship

The relationship between the cognitive style variable of field dependence/independence and instructional treatments was investigated using high or low guidance in a unit on networks. The 97 prospective elementary teachers were tested on cognitive style (using the Group Embedded Figures Test) and on mathematical achievement (a measure of crystallized ability), and randomly assigned to treatments. Following instruction, students were tested for immediate achievement and then retested 5 weeks later. There were no interactions with field dependence/independence, but there was a significant (p < .05) interaction with crystallized ability on the retention test.

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.

Effect of Cognitive Style on Prospective-Retrospective Memory Slips

2017 ◽  
Vol 76 (1) ◽  
pp. 43-46 ◽  
Author(s):  
Philip C. Mefoh ◽  
Valentine C. Ezeh
Keyword(s):  
Linear Regression ◽  
Cognitive Style ◽  
Prospective Memory ◽  
Undergraduate Students ◽  
Retrospective Memory ◽  
Field Independence ◽  
Embedded Figures Test ◽  
Embedded Figures ◽  
The University ◽  
Memory Questionnaire

Abstract. We examined the effect of cognitive style on prospective and retrospective memory slips using the Group Embedded Figures Test (GEFT) and the Prospective and Retrospective Memory Questionnaire (PRMQ). A group of 233 undergraduate students (55% women) of the University of Nigeria, Nsukka, whose mean age was 19.66 years (SD = 3.02), participated in this study. Using bivariate linear regression to analyze the data, we found that cognitive style accounted for 7% of the variation in prospective memory slips and 21% of the variation in retrospective memory slips. The findings demonstrated that cognitive style significantly negatively predicted prospective and retrospective memory slips: As field independence increased, prospective and retrospective memory slips decreased.

Cognitive Style and Perspective Reversal

1981 ◽  
Vol 53 (3) ◽  
pp. 745-746 ◽  
Author(s):  
Vezio Ruggieri ◽  
Alberto Cei ◽  
Chiara Bergerone ◽  
Antonia Guerrera
Keyword(s):  
Cognitive Style ◽  
Test Scores ◽  
Female Students ◽  
Embedded Figures Test ◽  
Embedded Figures ◽  
Undergraduate Female ◽  
The Relationship

In this study we examined the relationship between the cognitive style and the perspective reversal of 41 undergraduate female students in psychology. The number of reversals of the Schröder Staircase under instructions to hold is negatively correlated with Embedded Figures Test scores.

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.

An Examination of the Relationship between Accountants' Scores on Field Independence and Use of and Attitude toward Computers

1997 ◽  
Vol 84 (3) ◽  
pp. 715-720 ◽  
Author(s):  
Tina Y. Mills
Keyword(s):  
Computer Use ◽  
Field Independence ◽  
Embedded Figures Test ◽  
Data Support ◽  
Embedded Figures ◽  
Group Embedded Figures Test ◽  
The Relationship ◽  
Over Time

This study examined the performance of 127 accountants on the Group Embedded Figures Test and assessed the accountants' use of and attitude toward using computers to complete job-related tasks. The data support Bernardi's (1993) finding that there has been a shift over time in scores on field independence among accountants. Comparison of field-independence scores by computer use and attitudes support Bernardi's (1993) hypothesis of an association between the shift in field independence and accountant's use of and attitude toward computers.

Cognitive Style and Sending and Receiving of Facial Cues

1979 ◽  
Vol 49 (1) ◽  
pp. 203-212 ◽  
Author(s):  
Ronald M. Sabatelli ◽  
Albert S. Dreyer ◽  
Ross Buck
Keyword(s):  
Cognitive Style ◽  
Facial Expressions ◽  
Field Dependence ◽  
Field Independence ◽  
Self Disclosure ◽  
Facial Cues ◽  
Embedded Figures Test ◽  
Field Dependent ◽  
Embedded Figures

Sending and receiving accuracy of nonverbal facial cues was assessed in 17 dating but non-cohabiting college couples. Field-dependence/field-independence of each person was measured using the Embedded-figures Test. There were no relationships between several measures of receiving accuracy and cognitive style. However, field-dependent individuals were better senders of facial expressions. This finding is consistent with the literature on verbal self-disclosure and with other recent studies of accuracy of nonverbal sending.

Training in Musical Rhythm and Field Dependence of Children

1975 ◽  
Vol 40 (2) ◽  
pp. 392-394 ◽  
Author(s):  
Joseph A. Parente ◽  
John J. O'Malley
Keyword(s):  
Field Dependence ◽  
Matched Control ◽  
Control Group ◽  
Musical Rhythm ◽  
Matched Control Group ◽  
Embedded Figures Test ◽  
Embedded Figures ◽  
Experimental Group ◽  
Rod And Frame Test ◽  
Rod And Frame

The present experiment investigated the effects of musical rhythm training on field dependence in children. An experimental group of 12 Ss showed significant improvement on the Children's Embedded-figures Test and the Rod-and-frame Test after training, while a matched control group did not improve. Pretest scores on the Children's Embedded-figures Test and the Rod-and-frame Test were not correlated.

Physical Fitness and Embedded Figures Test Performance of Elementary School Children

1980 ◽  
Vol 50 (2) ◽  
pp. 411-414
Author(s):  
Gary W. Guyot ◽  
Louis Fairchild ◽  
Mary Hill
Keyword(s):  
Physical Fitness ◽  
Test Performance ◽  
Physical Activities ◽  
The Other ◽  
Field Independence ◽  
Embedded Figures Test ◽  
Field Independent ◽  
Field Dependent ◽  
Embedded Figures ◽  
The Relationship

The relationship between physical fitness and field independence was assessed by measuring embedded-figures test performance in the following four groups of children in Grades 4 through 6: (1) 93 boys high in physical fitness, (2) 92 girls high in physical fitness, (3) 67 boys low in physical fitness, and (4) 77 girls low in physical fitness. The group of girls low in physical fitness was significantly more field dependent than the other three groups. No significant differences were found among the other three groups. It appears that skill in physical activities may be related to the embedded-figures test performance of girls, but not boys. In fact, girls skilled in physical activities may be as field independent as boys.

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