Field dependence-independence in second-language acquisition: Some forgotten aspects.

Abstract

This study examined the role of sex and intelligence in the relationship between ficid dependence-independenceand second language acquisition for a sample of 383 students (187 girls and 196 boys) aged between 13 and i6. The Portable Rod and Frame Test (PRFT) and rhe Embedded Figures Test (EFE) were used lo evaluate cognitive style. A two-waycovarianceanalysis, with intelligenceas the covariate, wa.semployedto investigate differences in second language achievemeni between students classified a.s either fielddependent or field-independent. A cluster analysis using z seores was examinedto study the performance of subjects classified as ejiher field-dependent or field-independent accordingto scores obtained un the FF1’and the PREI’(“coincident” subjects) and Ihose classifiedas field-dependentin une test and field-independentin the uther (“non-cuincident” subjects). No statistically signiflcant differences between the twu groups were obtained when cognitive style was defined by scores un the PRFT. When fleid dependenceindependence was measured by scores on the EFT, field-independent giris perfurmed betier than fleld-dependent giris (p ~ .005), but this uutcumewas nut observed fur buys. These results suggest a differential cuntributiun of Ihe “perceptive” and “cugnitive” components of field dependence-independenceand a modulating role by sex.