Field independence-dependence and cognitive restructuring.

Abstract

This study investigated the hypothesis that field-independent individuals are more efficient in their use of cognitive restructuring skills than are field-dependent individuals. Thirty-two field-independent and 32 field-depende nt female undergraduates were required to solve a series of anagrams under either an easy or difficult anagram condition. Each individual received five anagrams constructed from social words and five anagrams constructed from nonsocial words. The resulting 2X2X2 repeated measures design allowed for an assessment of the performance effectiveness of field-indepen dent and field-dependent students as well as an examination of the possible differential influences of word socialness and anagram difficulty. The results of the analysis of anagram performance supported the belief that field-independent individuals find it easier than fielddependent individuals to provide a disorganized field with organization. Fieldindependent students solved the anagrams significantly quicker than did fielddependent students. Consistent with this finding, field-dependent students perceived the anagram task as being significantly more difficult than did field-independent students. According to psychological differentiation theory (Witkin, Goodenough, & Oltman, 1979) the field dependence-independence cognitive-style construct is viewed as a major indicator of differentiation, reflecting individual differences in terms of autonomy of external referents (self-nonself segregation). Cognitive restructuring and interpersonal competence are seen as the two constructs subordinate to field independence. Witkin et al. have hypothesized that field-independent individuals rely more on internal frames of reference and field-dependent individuals rely more on external frames of reference. The implications of this hypothesis for cognitive restructuring skills have recently been elaborated on by Witkin and Goodenough (1981). They describe cognitive restructuring skills as involving the abilities to (a) break up an organized field into its basic elements, (b) provide structure for an ambiguous stimulus complex, and (c) provide a different organization to a field than that which is suggested from the inherent structure of the stimulus