Field Dependence-independence Research Articles

Relationships of Admissions Data and Measurements of Psychological Constructs with Psychomotor Performance of Dental Technology Students

Abstract: The psychomotor skills required in dental laboratory technology and dentistry are similar. Dental educators have recognized the problems in selecting from among dental school applicants those with potential psychomotor skills. The purpose of this study was to examine the relationships of admissions data and measurements of psychological constructs of dental technology students with their psychomotor performance in first-semester dental laboratory courses. The dependent variables selected for the study were grades from three laboratory courses. Significant positive correlations (p<.05) were noted between all laboratory grades and previous college hours, previous college GPA, interview scores, field dependence-independence scores, block counting, trust, straightforwardness, and dutifulness. These data indicate that individual differentiation in learning ability, visual or spatial perception, and personality do affect psychomotor learning and should be taken into consideration in the design and execution of teaching and training curricula.

Field dependence–independence from a working memory perspective: A dual-task investigation of the Hidden Figures Test

Field dependence-independence (FDI) is a construct intensively investigated within cognitive style research, but its cognitive underpinnings are not clearly specified. We propose that performance on FDI tasks primarily reflects the operations of the visuospatial and executive components of working memory. We tested this hypothesis in a dual-task experiment with a commonly used measure of FDI, the Hidden Figures Test. The results showed that performance on this test was impaired by concurrent performance of secondary tasks that primarily tap the visuospatial component (spatial tapping) and the executive component (2-back and random number generation), but was almost unaffected by other secondary tasks (simple tapping and articulatory suppression). Moreover, an analysis of secondary task performance ruled out the possibility of strategic trade-offs and revealed an intriguing dissociation for two different sets of “randomness” indices for the random number generation task. These results support the hypothesised mapping between FDI and working memory components and suggest that the dual-task paradigm can provide a useful way to bring underspecified constructs like FDI into closer alignment with theoretical ideas developed within cognitive psychology.

Personality, cognitive style and assortative mating

We investigated the degree of assortative mating among married couples, in terms of both personality (the Eysenckian Big Three and sensation seeking) and cognitive style (field dependence-independence; FDI). We found sizable assortative mating (0.25≤r≤0.29, p<0.05) for three dimensions of sensation seeking, namely experience seeking (ES), disinhibition (Dis) and boredom susceptibility (BS), all implicating an impulsive mode of sensation seeking. This stands in marked contrast to the Eysenckian Big Three, for which there does not seem to be assortative mating. We also found sizable assortative mating for FDI (r=0.38). We analyze and discuss these findings with respect to such factors as age, length of relationship, lie scores, the formation of pseudo couples, the assessment of profile similarity and match-mismatch in FDI.

Cognitive style and kindergarten pupils' preferences for teachers

This study investigated which cognitive style characteristics five-year-old kindergarten pupils ( n=846) considered important in a teacher. Kindergarten pupils were individually administered the Preschool Embedded Figures Test to determine their cognitive style. Their responses to the Field Dependence Independence Characteristics Scale indicated their ratings of their preferred teacher characteristics. A repeated measures multivariate analysis of variance was computed with the kindergarten pupils' ratings being the repeated measure. Significant interactions were found for the kindergarten pupils' preferences of cognitive style characteristics based on their cognitive style. Thus, kindergarten pupils described their preferred cognitive style characteristics in a teacher. Field-dependent (FD) teachers received higher ratings. A preference for a Field dependence-independence (FDI) match of pupils and teachers was also found for both FD and Field-independent (FI) kindergarten pupils. Evidently FD characteristics and FDI matching based on the cognitive style of the teacher were preferred.

Field dependence and verbalized strategies on the portable rod-and-frame test by depressed outpatients and normal controls.

This study examined the relationships between scores on the cognitive style of field dependence-independence and verbalized strategies on the Portable Rod-and-Frame Test for normal and psychopathological outpatients. We attempted to verify (a) Manning's hypothesis (1991) of a correspondence between scores on field dependence and external strategies (reference to the visual field) and scores on field independence and internal strategies (reference to the body) on perceptual tasks, and (b) a tendency of depressed persons to score as field dependent, and (c) use of external verbalized strategies. A total of 50 depressed outpatients and 50 normal controls were administered the test and requested to report the strategy they had employed to solve the problem. Contrary to Manning's findings, no significant relationship was found between cognitive style and verbalized strategies in the total sample. Depressed outpatients classified as internal scored significantly higher on the Group Embedded Figures Test but appeared more field dependent on the Rod-and-Frame Test. Moreover, only for the former test did depressed outpatients score more field-dependent than controls. Finally, no significant relationship was found between the diagnosis of depression and use of external strategies; however, field dependence and the use of external strategies on the Rod-and-Frame Test were associated with more severe depressive symptoms measured by the D scale of the MMPI-2. Further research is needed to assess the role of premorbid personality structures of depression in subjective and objective aspects of Rod-and-Frame Test performance.

Field Dependence as a Factor in Second Language Communicative Production

This study investigates the hypothesis that a more field‐dependent cognitive style may be adaptive for certain components of second language proficiency. Native English speakers (n = 28) or students of English as a second language (ESL; n = 29) completed measures of language proficiency (formal and communicative) and field dependence–independence (FDI). Native English speakers performed better than ESL students on language measures, but not on FDI measures. As predicted, measures of FDI correlated negatively with measures of communicative production in the ESL group: A more field‐ dependent style was associated with better performance on second language communicative measures. FDI scores were not related to native English speakers' language. Results support a bipolar cognitive‐style conception of FDI. Theoretical models of the FDI construct are discussed.

The effect of a constructivist learning environment for field-dependent/independent students on achievement in introductory computer programming

Research was conducted to determine the effect of a constructivist learning environment upon field dependent (FD) and field independent (FI) students' achievement in an introductory computer programming course. Prior research in traditional environments had established a correlation between field dependence / independence (FD/I) and the design stage of programming. A correlational design was followed, using introductory computer science students in their first programming course. A pretest of BASIC programming ability was given to assess baseline proficiency. The Group Embedded Figures Test (GEFT) was given to assess each subject's measure of FD/I. A constructivist model for learning programming was implemented. Achievement tests in two of the stages of programming, design and coding were administered. As additional dependent variables, student construction of programming elements — the design (semantic) elements, and the language-specific coding (syntax) elements - were collected in a portfolio and examined for both qualitative and quantitative differences. No significant correlations were found between FD/I and the achievement scores of design and coding. No correlation was expected between FD/I and coding. There was no interaction between FD/I and design versus coding. The correlation between FD/I and the quantity of reconstructed programming elements was not significant. The correlation between FD/I and the quality of reconstructed programming elements was not significant. No interaction was found between FD/I and the quantity or quality of semantic versus syntactic elements. Stepwise multiple regression identified two predictors, for design, the predictor was the pretest. Coding was predicted by the quantity of syntactic programming elements. The principal finding of this research, in contrast to findings in traditional environments is that within this constructivist environment, the cognitive style of FD/I was not found to influence programming achievement.

EL ESTILO COGNITIVO Y SU INFLUENCIA EN LA SOLUCIÓN DE PROBLEMAS EN QUIMICA. Un estudio en el aula de clase

The experimental study was made to get additional empirical evidence to show how thecognitive style in its field dependence-independence dimension differentiate studentswith different aptitude to solve chemistry problems. Twenty eight students participated,11 female and 17 male, average age seventeen. The test used was a set of simpleproblems, to obtain information about level of perception and selected strategy to get anappropriate solution.

Developing a personality profile of the bomb-disposal expert: the role of sensation seeking and field dependence–independence

The high-risk, prosocial professional should score highly on sensation seeking, particularly on the thrill-and-adventure-seeking subscale (TAS). However, the TAS subscale will not permit differential prediction of who will prefer which high-risk job. The cognitive style of field dependence–independence (FDI) could have predictive faculty. We compared a group of bomb-disposal experts to one comprising anti-terror operatives, examining both personality (sensation seeking and the Eysenckian Big Three) and cognitive style. Our prediction was that while both groups would score high on TAS, they would differ on FDI. For comparison, we provide relevant data taken from recently published norms [Glicksohn, J., & Abulafia, J. (1998). Embedding sensation seeking within the big three. Personality and Individual Differences, 24, 1–15]. The personality profile of the high-risk, prosocial, professional was found to conform to that of the nonimpulsive sensation seeker who is emotionally stable. As hypothesized, bomb-disposal experts were found to be markedly more field independent than were anti-terror operatives.

Field dependence-independence of basketball referees.

This study examined the field dependence-independence of basketball referees. A total of 205 subjects (nonathletes, athletes active in individual or team sports, and referees) completed the Group Embedded Figures Test. Analysis indicated no significant differences among referees due to age, group, or number of years officiating. Statistically significant lower scores were obtained by team-sport players and referees than by nonathletes. Mean scores of team-sport players and referees did not differ significantly.

Individual differences in textural segregation.

Dimensional interactions of width and orientation stimuli in early visual processing were assessed in a texture-segregation paradigm. The basis for detecting a discrepant quadrant in 6 x 6 arrays of objects was varied in accordance with Garner's Control, Correlated, and Orthogonal conditions. Individual differences as measured by Witkin's Group Embedded Figures Task differentiated performance patterns on the texture-segregation task. Individuals with high scores on the Embedded Figures Test, termed Field-independent, exhibited redundancy gains in the Correlated condition and no interference in the Orthogonal condition whereas those scoring low, termed Field-dependent, demonstrated no redundancy gains and no interference effects. Results support recent findings that individual differences in field dependence-independence are associated with differences in low-level visual mechanisms and suggest that individual differences in attentional flexibility exist in early visual processing.

Correlations among scores on measures of field dependence-independence cognitive style, cognitive ability, and sustained attention.

The Children's Embedded Figures Test, the Rod and Frame Test to measure the field dependence-independence cognitive style, Cattell's Culture Fair Intelligence Tests to measure cognitive ability, and two cancellation tasks (Zazzo task and Bourdon task) to assess sustained attention were administered to 179 boys and 110 girls whose average age was 9.0 yr. Correlations between scores on measures of field dependence-independence and cognitive ability were moderated. Average correlations between scores on measures of field dependence-independence, cognitive ability, and measures of sustained attention was .23 for the Zazzo task and quite weak (.06) for the Bourdon task.

INDIVIDUAL DIFFERENCES IN TEXTURAL SEGREGATION

Dimensional interactions of width and orientation stimuli in early visual processing were assessed in a texture-segregation paradigm. The basis for detecting a discrepant quadrant in 6 × 6 arrays of objects was varied in accordance with Garner's Control, Correlated, and Orthogonal conditions. Individual differences as measured by Witkin's Group Embedded Figures Task differentiated performance patterns on the texture-segregation task. Individuals with high scores on the Embedded Figures Test, termed Field-independent, exhibited redundancy gains in the Correlated condition and no interference in the Orthogonal condition whereas those scoring low, termed Field-dependent, demonstrated no redundancy gains and no interference effects. Results support recent findings that individual differences in field dependence-independence are associated with differences in low-level visual mechanisms and suggest that individual differences in attentional flexibility exist in early visual processing.

FIELD DEPENDENCE-INDEPENDENCE OF BASKETBALL REFEREES

This study examined the field dependence-independence of basketball referees. A total of 205 subjects (nonathletes, athletes active in individual or team sports, and referees) completed the Group Embedded Figures Test. Analysis indicated no significant differences among referees due to age, group, or number of years officiating. Statistically significant lower scores were obtained by team-sport players and referees than by nonathletes. Mean scores of team-sport players and referees did not differ significantly.

FIELD DEPENDENCE-INDEPENDENCE OF AMERICAN INDIAN STUDENTS ENROLLED IN SECONDARY AGRICULTURAL EDUCATION

With a growing American Indian population, agriculture teachers must be poised to provide effective education. This study sought to determine the learning styles and traditionalism of Navajo students enrolled in a secondary agricultural education program. The Group Embedded Figures Test and a researcher developed instrument were used to gather the data. The results revealed that students, in general, prefer a fieId independent style of learning. The style of learning, however, varied by students’ gender and degree of traditionalism. Based on the findings, recommendations are offered for teaching American Indian learners.

Family process variables and field dependence–independence: a proposal for a new conceptual framework

The lack of a definitive theoretical framework has meant that many studies about the influence of family variables on field dependent–independent (FDI) cognitive style have been isolated efforts which have lost a great deal of their potential by being merely descriptive. This Chapter revisits family process variables which have been considered to be good predictors of FDI: involvement of fathers, autonomy of the child, family climate, and use of discipline. Results are presented which demonstrate a functional relationship between different types of family normative structure (flexible, rigid, and weak), and the child’s placement on the FDI dimension. From this dual point of departure several guidelines are proposed for the elaboration of an explicit theoretical model which allows a connection to be established between the Piagetian principles of development and the theory of psychological differentiation.

Field dependence–independence and strategic learning

Cognitive style may influence the acquisition and application of efficient learning strategies. Among the dimensions of cognitive style identified to date, field dependence–independence (FDI) has been shown to be particularly important, given the wide diversity and transcendence of its educational implications. In particular, the characteristics demonstrated by extreme field dependent and independent subjects in different intellectual tasks lead to differential preferences expected of them in the use of learning strategies. These, in turn, could correspond to differences in the efficiency of use of strategies. In this chapter a review of the studies carried out to date about this subject is offered.

Parental teaching strategies and children’s cognitive style

A total of 83 mothers and 74 fathers worked with their respective 4-year-old sons or daughters on four problem-solving tasks. Observers evaluated the interaction between parent and child with a 49-item teaching strategy Q-sort (TSQ). As measures of field dependence–independence (FDI), the Rod-and-Frame Test (RFT) and the Embedded Figures Test (EFT) were administered when the children were 4, 7, 11, and 14 years of age, thus permitting an examination of concurrent and long-term effects (up to 10 years). Distinctive differences in parental teaching strategies were observed contingent on the child’s FDI status. Parents of FI children granted them autonomy in the task and assisted with its cognitive aspects. A positive emotional ambience characterized the teaching situation. Parents of FD children were controlling and quite critical of their children’s performance. Effects of gender were noted. Whereas outcomes for the father–son and father–daughter pairing were comparable, the mother–son dyad generated more powerful effects than were observed in the mother–daughter dyad. Results point to consistencies between beliefs and behaviors of parents of FI and FD children. Interpretation is offered within the FDI theoretical framework and linkages to other theories of parent–child interaction are considered.

Field dependence-independence cognitive style and academic achievement: A review of research and theory

Field dependence-independence was originally conceived as a neutral style dimension, in that field-dependent subjects were considered to be as well-adapted to their environment as field-independent subjects. Subsequent authors, however, questioned this assumption of neutrality, on the grounds that field-independent subjects generally perform better in certain intellectual tasks. Such findings provoked interest in the possible repercussions of field dependence-independence for education. Here, we review research into the possible effects of FDI on achievement at school. In general, field-independent subjects perform better than field-dependent subjects, whether assessment is of specific disciplines or across the board. We discuss possible explanations for this difference in performance.

Internal-External Dimension of Epistemic and Personality Factors and a Measure of Achievement Motivation

This study examined associations among measures of epistemic orientation, field dependence-independence, locus of control, and the achievement motive. Subjects were assessed using the Psycho-Epistemological Profile, the Portable Rod and Frame Test, Rotter's Internal-External Locus of Control Scale, and the Mehrabian Achieving Scale. Analysis of the correlation matrix indicated significant relations among Internal Epistemic Orientation, Field Independence, and Achievement Motive. A subsequent principal components factor analysis showed that the measure of achievement motive had a significant negative loading on the factor for an external locus of control. The implications were discussed.