Measurement of field-independence-dependence in children: a methodological note.

Abstract

Three techniques for assessment of field-independence-dependence were found feasible and appropriate for use with primary grade children in a school setting. Ss were readily able to understand directions and to manage the apparatus. They appeared interested and highly motivated to perform well. Findings must be interpreted cautiously, however. Small size of samples, especially in the test-retest reliability analyses, makes generalizability limited. Importantly, too, strength of relationship between the three measures varied; r between the two rod-and-frame techniques was statistically significant, but only the Nickel apparatus related significantly to the Children's Embedded-figures Test. Questions must be raised as to the comparability of techniques in assessment of field-independence-dependence, at least for primary grade children. Finally, these Ss were from middle socioeconomic backgrounds and were pupils in a stable and achievement-oriented school. Feasibility of using the techniques with children from markedly different social and economic backgrounds is uncertain.