scholarly journals The Leuven Embedded Figures Test (L-EFT): measuring perception, intelligence or executive function?

PeerJ ◽  
2018 ◽  
Vol 6 ◽  
pp. e4524 ◽  
Author(s):  
Hanne Huygelier ◽  
Ruth Van der Hallen ◽  
Johan Wagemans ◽  
Lee de-Wit ◽  
Rebecca Chamberlain
Keyword(s):  
Executive Function ◽  
Construct Validity ◽  
Executive Functions ◽  
Fluid Intelligence ◽  
Memory Span ◽  
Face Validity ◽  
Central Coherence ◽  
Embedded Figures Test ◽  
Embedded Figures ◽  
Perceptual Style

Performance on the Embedded Figures Test (EFT) has been interpreted as a reflection of local/global perceptual style, weak central coherence and/or field independence, as well as a measure of intelligence and executive function. The variable ways in which EFT findings have been interpreted demonstrate that the construct validity of this measure is unclear. In order to address this lack of clarity, we investigated to what extent performance on a new Embedded Figures Test (L-EFT) correlated with measures of intelligence, executive functions and estimates of local/global perceptual styles. In addition, we compared L-EFT performance to the original group EFT to directly contrast both tasks. Taken together, our results indicate that performance on the L-EFT does not correlate strongly with estimates of local/global perceptual style, intelligence or executive functions. Additionally, the results show that performance on the L-EFT is similarly associated with memory span and fluid intelligence as the group EFT. These results suggest that the L-EFT does not reflect a general perceptual or cognitive style/ability. These results further emphasize that empirical data on the construct validity of a task do not always align with the face validity of a task.

Validity of a Measure of Critical Thinking Skills

1987 ◽  
Vol 60 (3_part_2) ◽  
pp. 1223-1230
Author(s):  
Bruce Thompson ◽  
Janet G. Melancon
Keyword(s):  
Critical Thinking ◽  
Construct Validity ◽  
Item Difficulty ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Myers Briggs Type Indicator ◽  
Embedded Figures Test ◽  
Type Indicator ◽  
Embedded Figures ◽  
Myers Briggs

Based on data from 343 subjects, results suggest that Thompson's Test of Critical Thinking Skills has reasonable item difficulty and discrimination coefficients and appears to be valid. Construct validity was investigated by administering the Myers-Briggs Type Indicator and the Group Embedded Figures Test. Although conclusions must be considered tentative pending additional study, the results warrant continued inquiry regarding the measure's value.

Field Dependence and Target Identification

1968 ◽  
Vol 10 (5) ◽  
pp. 493-496 ◽  
Author(s):  
Carl L. Thornton ◽  
Gerald V. Barrett ◽  
James A. Davis
Keyword(s):  
Individual Differences ◽  
Target Identification ◽  
Environmental Parameters ◽  
Aerial Photographs ◽  
Embedded Figures Test ◽  
Visual Item ◽  
Embedded Figures ◽  
Perceptual Style ◽  
Design Selection ◽  
And Training

Target identification has usually been studied with respect to environmental parameters which affect the performance of the “human operator.” Rather than use this method, which treats individual differences as sources of error, the investigators studied individual differences and related them to Witkin's concept of perceptual style. Witkin and his associates were able to differentiate subjects on their ability to pull a visual item from an embedding context. Two experiments were conducted using the Embedded Figures Test (EFT) as a measure of perceptual style. Significant correlations between perceptual style and the ability to correctly identify targets in aerial photographs were found. Since a great deal of research has been conducted in the area of perceptual style, it is possible to utilize this research in connection with problems associated with target identification. Implications in the areas of experimental design, selection, and training were discussed.

Sports Skill Classification, Gender, and Perceptual Style

1995 ◽  
Vol 81 (2) ◽  
pp. 611-620 ◽  
Author(s):  
Frank Brady
Keyword(s):  
Undergraduate Students ◽  
Test Analysis ◽  
Embedded Figures Test ◽  
Field Independent ◽  
Embedded Figures ◽  
Perceptual Style ◽  
And Gender ◽  
Relationship Of ◽  
Rod And Frame Test ◽  
Rod And Frame

This study was designed to examine the relationship of sport classification and gender to perceptual style. 102 male and female undergraduate students from open-skilled, closed-skilled and nonathletic groups were administered the Rod and Frame Test and the Embedded Figures Test. Analysis of variance indicated men to be more field independent than women on the Rod and Frame Test, while there were no gender differences on the Embedded Figures Test. Athletes performing open and closed skills scored significantly more field independent on the Rod and Frame Test than the nonathletes. There were no significant differences among the groups on the Embedded Figures Test. No correlation between the two measures of perceptual style was obtained.

Reliability and Validity of the Group Embedded Figures Test across the Life Span

1980 ◽  
Vol 50 (3_suppl) ◽  
pp. 1171-1174 ◽  
Author(s):  
Paul E. Panek ◽  
Laura G. Funk ◽  
Pamela K. Nelson
Keyword(s):  
Construct Validity ◽  
Life Span ◽  
Internal Consistency ◽  
Age Groups ◽  
Reliability And Validity ◽  
Entire Sample ◽  
Embedded Figures Test ◽  
Embedded Figures ◽  
Group Embedded Figures Test ◽  
Rod And Frame Test

Data from a previous investigation were reanalyzed to determine the split-half reliability and two forms of validity, i.e., internal consistency and construct, of the Group Embedded Figures Test across the life span. Subjects were 175 females, ranging in age from 17 to 72 yr., who fell into one of seven age groups. The Group Embedded Figures had adequate split-half reliability for the entire sample and for each age group. Significant, consistent differences between performance on Parts II and III of the GEFT were found. Estimates of internal consistency were adequate. Though satisfactory construct validity for the total correct on Parts II and III was obtained as correlations with the Portable-Rod-and-Frame Test for the entire sample, the construct validity of the Group Embedded Figures and separate parts was not adequately demonstrated within all age groups.

The Question of Constitutional Influence on Perceptual Style

1965 ◽  
Vol 20 (2) ◽  
pp. 419-420 ◽  
Author(s):  
Irving R. Stuart ◽  
A. Breslow ◽  
S. Brechner ◽  
Rosemary B. Ilyus ◽  
M. Wolpoff
Keyword(s):  
Comparative Study ◽  
Sex Difference ◽  
Short Form ◽  
Perceptual Field ◽  
Embedded Figures Test ◽  
Field Dependency ◽  
Embedded Figures ◽  
Perceptual Style

Questions concerning constitutional influence on perceptual style were answered in the affirmative by a comparative study of the field-dependency of identical and fraternal twins as measured by Witkin's Embedded Figures Test, Short Form. The results also contradicted previous findings that there is a significant sex difference in dependence upon the perceptual field.

scholarly journals The Five Digits Test in the assessment of older adults with low formal education: construct validity and reliability in a Brazilian clinical sample

2017 ◽  
Vol 39 (3) ◽  
pp. 173-179 ◽  
Author(s):  
Jonas Jardim de Paula ◽  
Thaís Dell’Oro Oliveira ◽  
Emanuel Henrique Gonçalves Querino ◽  
Leandro Fernandes Malloy-Diniz
Keyword(s):  
Older Adults ◽  
Construct Validity ◽  
Executive Functions ◽  
Internal Consistency ◽  
Formal Education ◽  
Fluid Intelligence ◽  
Clinical Sample ◽  
Cognitive Disorders ◽  
Cognitive Status ◽  
Validity And Reliability

Abstract Introduction In the assessment of older adults with very low formal education, typical tests of selective attention and inhibitory control are biased by reading abilities. In this sense, we aim to assess the psychometric characteristics of the Five Digits Test (FDT), a numerical Stroop paradigm, in older adults without cognitive disorders, with mild cognitive impairment, and with dementia. Methods We assessed 211 Brazilian older adults with low formal education using the FDT and other cognitive measures. Construct validity and reliability were assessed by correlations and internal consistency. Results The FDT test had weak correlations with crystalized intelligence tests and moderate-high correlations with fluid intelligence measures and tests of global cognitive status and executive functions. The split-half coefficient of reliability showed high internal consistency (>0.900). Conclusion Together, the results suggest that the FDT is a valid and reliable measure for the assessment of processing speed and executive functions in older adults with low formal education.

Construct Validity of the Children's Embedded Figures Test

1987 ◽  
Vol 64 (3_suppl) ◽  
pp. 1035-1038 ◽  
Author(s):  
Michael A. Glynn ◽  
Sue B. Stoner
Keyword(s):  
Construct Validity ◽  
Convergent Validity ◽  
Embedded Figures Test ◽  
Embedded Figures ◽  
Matching Familiar Figures Test

The Children's Embedded Figures Test and the Matching Familiar Figures Test were given to 28 children ranging in age from 5 to 12 yr. ( M age = 9.3 yr.) to estimate the construct validity of the Children's Embedded Figures Test. A significant correlation of .65 between age and number of correct embedded figures and a nonsignificant correlation of .32 between number of correct embedded figures and latencies to match familiar figures were found. Implications are examined in the light of earlier findings demonstrating the convergent validity of the Children's Embedded Figures Test.

scholarly journals Fluid Intelligence and Time Management and Artificial Neural Networks

2020 ◽  
Author(s):  
Markus Ville Tiitto ◽  
Robert A. Lodder
Keyword(s):  
Neural Networks ◽  
Artificial Neural Networks ◽  
Executive Function ◽  
Executive Functions ◽  
Time Management ◽  
Fluid Intelligence ◽  
Training Activities ◽  
Executive Function Training ◽  
Artificial Neural ◽  
Virtual Subjects

AbstractAttention deficit hyperactivity disorder (ADHD) is a neurodevelopmental disorder characterized by inattention, hyperactivity, and impulsivity. Our lab is currently conducting a pilot study to assess the effects of the online game Minecraft as a therapeutic video game (TVG) to train executive function deficits in children with ADHD. The effect of the TVG intervention in combination with stimulants is being investigated to develop a drug-device combination therapy that can address both the dopaminergic dysfunction and executive function deficits present in ADHD. Although the results of this study will be used to guide the clinical development process, additional guidance for the optimization of the executive function training activities will be provided by a computational model of executive functions built with artificial neural networks (ANNs). This model uses ANNs to complete virtual tasks resembling the executive function training activities that the study subjects practice in the Minecraft world, and the schedule of virtual tasks that result in maximum improvements in ANN performance on these tasks will be investigated as a method to inform the selection of training regimens in future clinical studies. This study first proposes the use of recurrent neural networks to model the fluid intelligence executive function. This model is then combined with a previously developed model using convolutional neural networks to model working memory and prepotent impulsivity to produce virtual “subjects” who complete a computational simulation of a Time Management task that requires the use of both of these executive functions to complete. The capability of this model to produce groups of virtual “subjects” with significantly different levels of performance on the Time Management task is demonstrated.

Perceptual Style and Instruction in the Acquisition of Qualitative Analysis of Movement by Majors in Elementary Education

1992 ◽  
Vol 74 (2) ◽  
pp. 579-583 ◽  
Author(s):  
Craig Morrison ◽  
Jean Reeve
Keyword(s):  
Elementary Education ◽  
Qualitative Analysis ◽  
Analysis Of Variance ◽  
Control Group ◽  
Education Majors ◽  
Elementary Education Majors ◽  
Embedded Figures Test ◽  
The Third ◽  
Embedded Figures ◽  
Perceptual Style

This study examined the effects of videotaped instruction and perceptual style on 98 undergraduate elementary education majors' (77 women, 21 men) ability to learn to analyze movement by children. Scores from the Group Embedded Figures Test were used to stratify the subjects by quartiles. Students from each of the quartiles were randomly assigned to either the instruction or the control group. All subjects viewed a pre- and posttest and were separated for treatment. The instructed group watched a videotape of children throwing, catching, and striking while the control group did unrelated activity. A three-way analysis of variance gave significant effects for treatment, tests and the interactions of perceptual style and treatment and of tests and treatment. Instruction was superior to no instruction. The third quartile scorers in the instructed group had higher scores at posttest than those from the third quartile in the control group.

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