Field Dependent Style Research Articles

Cognitive Style and Personality in Fraud Detection: Experimental Study on Government Internal Auditors

This study aims to examine the perception of responsibility for detecting fraud in government internal auditors. This research is important to know the intrinsic factor of the auditor in his responsibility to detect fraud. These factors are the cognitive style and personality of the auditor. Personality is the novelty of this research based on the triangle model of responsibility. This study used an experimental design on 75 internal auditors of the South Sumatra provincial government. The results of this study are expected to be useful for scientific development in the field of accounting, especially public sector auditing. The results showed that the internal auditor with the field independent cognitive style had a higher level of perceived responsibility than the field dependent style in detecting fraud. Meanwhile, either a tolerant or intolerant of ambiguity of personality does not show a significant difference in detecting fraud for auditors. The benefit of the research results is that it can increase the preference for internal auditors in increasing competence in the task of detecting fraud.

Un estudio exploratorio de la relación entre el estilo cognitivo y el monitoreo metacognitivo en una muestra de estudiantes universitarios colombianos

While research on metacognition and cognitive styles is robust for either field alone, few studies have broached the two together. In addition, no studies to date have examined finer-grained objectives related to specific aspects of metacognition such as monitoring skill and its relation to cognitive style. Thus, the present study investigated confidence, performance, and accuracy measures for three types of metacognitive judgments (prediction, concurrent and postdiction) and three different types of metacognitive questions—questions about the task, questions about the self, and questions at different moments (before, during, and after)—and how these are related to cognitive style (field dependent, intermediate, field independent) in a sample of 57 Colombian university students. Results revealed that there were differences in metacognitive monitoring accuracy and bias as a function of cognitive style, and that these findings were similar both between different moments and across metacognitive judgments. Regarding cognitive style, those with an intermediate or field independent cognitive style reported greater monitoring accuracy and less bias than individuals with a field dependent style. Implications for research, theory, and practice are discussed.

Field Cognitive Styles on Visual Cognition in the Event Structure Design of Bivariate Interactive Dorling Cartogram—The Similarities and Differences of Field-Independent and Field-Dependent Users

As a simple, discontinuous, surface deformation statistical map, Dorling cartograms are effective means with which to characterize the geographic distribution of event data attributes. According to existing research, behavioral differences exist in the visual cognition of individuals with different cognitive field styles in the spatial task of switching layers in a two-dimensional electronic map. However, there are few studies that compare the visual cognitive ability of individuals with different cognitive field styles in the cross-layer structure design of Dorling cartogram event information. This paper uses the visual behavior measurement method to analyze the similarities and differences in the visual cognitive ability of two types of individuals, namely, field-independent and field-dependent individuals, in the cross-layer event structure design of Dorling cartograms. We recruited 40 subjects to perform visualization tasks on Dorling cartograms designed with two event structures, and we recorded the visual cognition data for the two types of subjects in both tasks. The results show that the subjects with the field-independent style perform better in the cognition of the Dorling cartogram event structure than the subjects with the field-dependent style, and the “S-T” event structure design is generally more user-friendly than the “T-S” event structure design. Our findings help to provide some references for the event structure design of human-centered Dorling cartograms.

Students Mathematic Problem Solving Process in Two Variable Linear Equation Systems from Cognitive Field Dependent Style

<p><em>This study aims to describe the process of solving mathematical problems in the subjects of a two-variable linear equation system in terms of field-dependent cognitive style. The type of research used is descriptive qualitative research. The research subjects were 15 grade VIII students in one of the public junior high schools in Cimahi City. In this study, the instrument used was a problem-solving test consisting of 2 questions on the material of a two-variable linear equation system and interviews for 3 students with </em><em>field dependent</em><em> cognitive style. The results showed that the steps of solving mathematical problems of students with cognitive style </em><em>field dependent</em><em> </em><em>were categorized as good at the stage of understanding the problem and re-examining, categorized enough at the stage of planning completion, and categorized less at the stage of implementing the completion plan. This means, if </em><em>field dependent</em><em> </em><em>students can understand the problem or problem, it will affect the next step.</em></p>

Students’ Metacognitive Process in Mathematical Problem Solving Based on Cognitive Style

This study is a qualitative literature review aimed to describe junior high school students’ metacognitive process in mathematical problem solving based on field independent and field dependent cognitive style. The research was done based on these following steps: 1) Data library relevant to variable and in accordance to the data source criteria was collected; 2) the data library was classified according to the grade and the subjects; 3) the data was analyzed. The instruments used in this study were the researchers and interview. The interview was conducted to confirm the classified data. Based e this study, it can be concluded that students using field independent style, competently can employ metacognitive process in planning, monitoring, and evaluating because they can write down the known fact and the question using mathematical symbol, choose the appropriate strategy, and answer the question thoroughly. Students using field dependent style were having difficulties in writing down the known fact and the question using mathematical symbol, choosing an appropriate strategy, and answering the question thoroughly.

SOCIOMETRIC CHARACTERISTICS OF THE EFFECTIVENESS OF TEAM INTERACTION OF INDIVIDUALS WITH DIFFERENT EXPRESSION OF A FIELD-DEPENDENT COGNITIVE STYLE

Background: The effectiveness of team interaction is often assessed through sociometric indicators, namely sociometric status and emotional reciprocity. At the same time, interpersonal interaction is a cognitive process, since it includes such mental processes as perception, categorization, thinking, speech, etc., which serve for information processing. These individual differences in the way information is processed underlie the concept of cognitive styles. Therefore, cognitive styles can hypothetically be considered as characteristics of interpersonal interaction and a predictor of its effectiveness. Aim: The paper aims to determine the sociometric characteristics of the effectiveness of team interaction of persons with different degree of the field-dependent cognitive style. Materials and methods. To assess field-dependence/field-independence, the Gottschaldt Embedded Figures method was used. The effectiveness of team interaction was assessed using the Moreno small group study method. Statistical analysis was performed with the Mann-Whitney test using IBM SPSS Statistics 23. Results. It was found that persons with a mobile field-dependent cognitive style had a significantly higher hierarchical position and a stable position in the system of nterpersonal relations compared with persons with a polar field-dependent cognitive style. Evidence was obtained on the splitting of field dependence into polar field-dependent and mobile field-dependent styles. Conclusion. Field-dependence/field-independence can be considered as one of the basic inner qualities of a person's intellectual activity, which influences his/her behavior and interpersonal communication.

Correlation between internet-addiction and the cognitive-stylistic features of students

Introduction. The article presents the results of diagnostics of Internet-dependent behavior of students living in different climatic and geographical conditions of Russia, and reveals the correlation between the severity of Internet addiction and cognitive-style characteristics in the parameters "field-dependence / field-independence" and "impulsivity / reflexivity". Materials and Methods . The S. Chen scale was used to diagnose the severity of Internet addiction. The Gottschaldt test "included drawings" and the Kagan test "comparison of similar drawings" were used to diagnose cognitive and stylistic features. Methods of mathematical statistics: descriptive statistics, Spearman's rank correlation coefficient, Chi-square criterion, Leven's criterion, student's criterion, Mann-Whitney U-criterion. Results . The overall level of Internet-dependent behavior among high school students from different regions does not significantly differ and indicates a predominance of students' propensity to develop Internet addiction. The correlation between the overall indicator of Internet-dependent behavior and the cognitive style of field-dependence / field-independence was not found. With respondents from the southern region, the severity of Internet addiction is accompanied by characteristics of an impulsive cognitive style, while with respondents from the Northern region of Russia, this pattern was not found. Discussion and Conclusions. It is suggested that individuals from the Northern and Southern regions have different responses to the conditionally pathogenic impact of the Internet in terms of the cognitive-style specificity of impulsivity / reflexivity.

Understanding the Problem Solving Strategy Based on Cognitive Style as a Tool to Investigate Reflective Thinking Process of Prospective Teacher

The development of reflective thinking has been a highlight and important in the education of prospective mathematics teachers. It provides them with the opportunities to take a conscious and logical decision on the complex problems they faced. The quality of the problem solving and reflective thinking will differ between one student and another due to their characteristics. This study presents a description of reflective thinking skills of prospective teachers in solving mathematical problems based on the difference in cognitive style. The instruments used in this study consist of (1) GEFT cognitive-style test, (2) a mathematical problem solving task which is a non-routine and open-ended (3) the interview guidelines based on the reflective thinking component. By choosing analysis of qualitative approaches, the data of interviews that are in the form of interview's transcript based on mathematical problem solving results are gathered from two students of prospective mathematics teachers as research participants. One prospective teacher use cognitive field independent style (PTFI) and field dependent style (PTFD). Research findings show that PTFD tends to use the experience to be implemented in mathematical problem solving but PTFD cannot utilize the new information contained, so that PTFD has a reflective-dynamic characteristic. While PTFI tends to use the experience to utilize the new information contained in the problem in order to construct the problem solving strategy so that PTFI has reflective-generative characteristic. It is indicated that there are differences in the characteristics of reflective thinking process among prospective teachers based on difference of cognitive style.

The process of formulating in mathematical literacy in solving Pisa-like problems viewed from cognitive style

This research aims to describe the process of formulating in mathematical literacy in solving the PISA-like problem viewed from cognitive style. In this research, two subjects were selected based on the math ability test, GEFT test, and the same sex. The results showed that in solving the PISA-like mathematics problems in the process of formulating, students with a cognitive field-dependent style were able to identify the information needed to solve the problem by mentioning information that was known and asked about the problem and tending to use the sentence in the question. Students are able to represent a problem mathematically using verbal representations, symbols, images, variables, formulas, diagrams and mathematical models that are appropriate, but not capable of visually representing a 3-D model into a 2-D model. While students in the cognitive field independent style in solving the PISA model problem in the process of formulating, students are able to identify the information needed to solve the problem by mentioning information that is known and asked about the problem and tends to use their own language. Students are able to represent a problem mathematically using verbal representations, symbols, images, variables, formulas/formulas, diagrams, and appropriate modeling, and are capable of visually representing 3-D models into 2-D models.

PENGARUH METODE PEMBELAJARAN PEMECAHAN MASALAH DAN GAYA KOGNITIF TERHADAP HASIL BELAJAR MATEMATIKA

This study aimed to determine : ( 1 ) The difference in student learningoutcomes treated with problem-solving learning method is higher than student learningoutcomes treated with expository teaching methods , (2 ) interaction between learningmethod with cognitive style on learning outcomes of mathematics ; ( 3 ) the results of themathematical learning of students who have cognitive style field independence givenlearning problem-solving methods of treatment is higher than the expository method , (4 )the results of the mathematical learning of students who have cognitive style fielddependence given treatment expository teaching method is higher than the problemsolving methods . The hypothesis in this study were 1 ) There are differences in studentlearning outcomes treated with the methods of learning and problem solving expositoryteaching methods ; 2 ) There is an interaction between cognitive styles and teachingmethods on learning outcomes of mathematics ; 3 ) mathematics learning outcomes ofstudents who have cognitive style field independence given learning problem-solvingmethods of treatment is higher than the expository method ; 4 ) mathematics learningoutcomes of students who have cognitive style field dependence given treatmentexpository teaching method is higher than the methods of solving problems . The targetpopulation is the entire fourth grade students SDIT Al - Izzah Serang Banten whichtotaled 173 students . Samples were taken with a random sampling technique thatrandomly select each of the two ( 2 ) classes to be treated with the use of teachingmethods and classroom problem solving using learning methods usedekspositori.Instrumen untukmendapatkan data through student learning outcomesvariable ( Y ) using tests of cognitive learning outcomes , cognitive style variables usingtests of cognitive style Group embedded Figures test ( GEFT ) . The results showed that :First , the results of student learning using a problem -solving method of teaching ishigher than that using the expository method , value sig = 0.009 < α = 0.05 . Second ,there was an interaction between cognitive styles and learning methods , Value sig = 0.00< α = 0.05 , F value = 5.168 > F = 3.99 . Third , mathematics learning outcomes ofstudents who have cognitive style field independence given learning problem-solvingmethods of treatment is higher than the expository method , with the results Qhitung >Qtabel ( 4.55 > 2.95 ) . Mathematics learning outcomes of students who have thecognitive style of field dependence given treatment expository teaching method is higherthan the methods of solving problems , with the result Qhitung > Qtabel (3.03 > 2.95 )

Age-Related Changes in Field Dependence-Independence and Implications for Geriatric Rehabilitation: A Review.

Human aging is a dynamic life-long process and an inevitable experience. As the average age of the world's population rises, demands for effective geriatric rehabilitation dramatically increase. An important consideration for enhancing geriatric behavioral interventions is to better understand aging characteristics in perceptual, cognitive, and motor performances. A general shift in cognitive style from field independence to field dependence has been consistently observed during human aging, as older adults show a greater tendency to rely on environmental information, presumably reflecting a neuro-compensatory mechanism of reducing top-down control and relying instead on bottom-up processing. These changes in cognitive style can impact motor skill learning and relearning and, consequently, affect geriatric rehabilitation and behavioral treatments. In this article, we review research related to the cognitive style of field dependence and independence, and its dynamic associations with aging. We also identify implications of cognitive style for geriatric rehabilitation and explore future research.

Pengaruh Model Pembelajaran Problem Based Learning dan Gaya Kognitif Terhadap Hasil Belajar IPA Siswa di Kelas VII MTSN 2 Tanjung Jabung Timur

The ability to solve problems is a skill that students need to have in dealing with various problems in life. This study aims to determine the effect of problem based learning models; cognitive styles and interaction between both factors on science learning outcomes of students in class VII of MTs 2 Tanjung Jabung Timur in academic year 2015/2016. This research was conducted with a quasi-experimental research method by applying a 2 × 2 factorial design. The study sample consisted of an experimental class of 30 students and a control class of 29 students. Data collection was conducted using two types of instruments, namely the Group Embedded Figures Test (GEFT) to measure students cognitive styles and students' learning outcomes test in essay forms. The Problem Based Learning model affect the learning outcomes, there is significant difference in science learning outcomes between students who have Cognitive field dependent (FD) style that is taught by the Problem Based Learning model and students who have Cognitive FD style that is taught by conventional learning models. The results show that the value of the experimental class post-test is higher than that of the control class. In short, the experimental class with the application of the Problem Based Learning model in the learning process provides higher learning outcomes than that of the conventional models.

Model ARIAS berbasis TSTS terhadap Kemampuan Berpikir Kritis Matematis Ditinjau dari Gaya Kognitif

This study aims to determine whether there is the influence of ARIAS model based on Two Stay Two Stray model to critical thinking ability mathematically. This research is Quasi-Experimental Design research. Hypothesis testing using variance analysis of two different cell roads Based on the test of cell variance analysis is not the same obtained that there is influence of ARIAS model based on Two Stay Two Stray to critical mathematical thinking ability and there is influence of cognitive style to critical thinking skill mathematically, where student with treatment of learning using integrated learning model ARIAS TSTS learning model on the ability of critical thinking is better than students with learning treatment using lecture methods in terms of each student's cognitive style. The students' mathematical critical thinking ability with independent field cognitive style is better than students with cognitive field dependent style. There is no interaction between learning and cognitive styles to critical mathematical thinking skills.

Cognitive psychology and problem solving in the physical sciences

This paper provides and introduction to the literature on cognitive psychology and problem solving in physical sciences. We consider the working memory and its three different components, two of which hold and record information and are controlled by an executive that controls attention. Working memory alone cannot explain problem solving ability and we review the influence of schemata, the construction of mental models, visual reasoning and the cognitive style of field dependence.

How Do Consumers' Cognitive Styles Affect Their Visual Attention Patterns? - Emphasis on Field-Independent and Field-Dependent Styles

It is widely known that consumers' cognitive styles lead to making online shopping behavior react quite differently to various types of information on the online shopping websites. However, empirical results proving such premise from the perspective of eye-tracking are rare in literature. In this sense, this paper deals with two types of consumers’ cognitive styles- field-dependent and field-independent. Field-dependent users tend to follow other people's opinion, while field-independent users show maverick style of making decisions, trying not to be influenced by others. To add rigor to our empirical results, we analyzed users' eye-movements in response to information on the online shopping websites. Empirical results obtained from eye-tracking analysis revealed very robust and promising results. For a utilitarian product like notebook computer, the field-independent users showed higher TFD (Total Fixation Duration) and FC (Fixation Count) to product description information and product image information than the field-dependent users. For a hedonic product like perfume, field-independent users showed higher TFD and FC to product description and product image information than field-dependent users. As expected, field-dependent users showed higher TFD and FC to consumer review information than field-independent users. In this way, it is quite clear that the physiological information obtained from analysis of the eye-tracking data reveals more reliable and unique description of possible influences that consumers' cognitive styles may have on their online shopping behavior.

The relationship between pre-service science teachers’ cognitive styles and their cognitive structures about technology

Background:Today, for most of us, technology is a vital and inevitable part of our lives. Due to its widespread use, a great emphasis is being given to educating generations about technology. And, every individual has his/her own style of organizing and collecting information.Purpose:The purpose of the present study is to identify the relationship between pre-service science teachers’ cognitive styles and their cognitive structures about technology.Sample:The study was conducted with the participation of first and third grade pre-service science teachers majoring in Science Education in the Faculty of Education at Abant İzzet Baysal University in the spring semester of 2012–2013.Design and methods:The study was designed as a case study and a qualitative research method was used. Students were administered two instruments: Group Embedded Figures Test (GEFT) and a Word Association Test (WAT).Results:Results clearly suggested that the first grade participants with a field-dependent cognitive style were better at associating concepts when compared to those with a field-independent cognitive style. And, participants with a field-dependent style, could form more connections between the technology-related concepts. A comparison of the findings on the field-dependent participants by their grade demonstrated that the first and third grade participants with a field-dependent cognitive style got similar scores in terms of the total number of words generated for each key concept.Conclusions:Considering that education is for individuals, it is impossible to ignore individual differences during the process. The most interesting finding of the present study is that field-dependent individuals have a higher cognitive structure, unlike that which has been asserted so far in the literature.

Effectiveness of Discrimination of the Sizes of Line Segments by Humans with Different Cognitive Style Parameters

The effectiveness of the discrimination of segment sizes by people with different cognitive style parameters – field dependence vs. field independence, analytical vs. synthetic, and flexible vs. rigid cognitive control – was studied. Discrimination effectiveness was assessed in terms of the magnitude of the Ponzo illusion. The magnitude of the Ponzo illusion was found to be significantly smaller in subjects with a field-independent cognitive style than in those with a field-dependent style. People with the flexible type of cognitive control demonstrated a tendency to more accurate perception of segment size in the Ponzo figure than those with rigid control. There was no relationship between the analytical-synthetic style of categorization and the magnitude of the Ponzo illusion.

The Relationships Between Cognitive Style Of Field Dependence And Learner Variables In E-Learning Instruction

This study examines the relationships between cognitive styles of field dependent learners with their attitudes towards e-learning (distance education) and instructional behavior in e-learning instruction. The Group Embedded Figures Test (GEFT) and the attitude survey (for students’ preferences) towards e-learning instruction as distance education was administered to 157 students enrolled in various distance education programs at Fatih University, in Turkey. The study findings indicated that students’ cognitive style of field dependence was correlated with their attitudes and preferences for students’ roles in e-learning for distance education. Other factors such as a previous background in e-learning, including gender, educational level, use of social networks, and e-learning tools, and preferences for instructional variables and assessment in distance learning processes were also used. Finally, technological, motivational, and instructional-learning variables in learner interface design (LID) for e-learning instruction were correlated with students’ learning outcomes, attitudes, perceptions and preferences in learner interface design (LID) and attitudes toward e-learning instruction. At the end of the study, research questions were tested and instructional variables for distance education were indicated in tables. The findings were then assessed to see if they supported previous research or not and considered to future expectations for distance education and learner interface design (LID) procedures with field dependence learners.

Zależność / niezależność od pola danych a rozwijanie sprawności pisania w języku angielskim. Rezultaty badania korelacyjnego

Summary The relationship between field dependence / field independence and the development of writing skills in english. The outcomes of the correlational study The following article presents the results of the correlational study, conducted in 2014 on a sample of 110 participants (first and third graders of the secondary schools). The researcher has analyzed the nature and strength of the relationship between the cognitive style of field dependence / field independence (an independent variable of the study) and English writing test results (a dependent variable of the study). The choice of proper research instruments has enabled the researcher to evaluate whether and to what extent the relationship between the main variables of the study is modified by age and sex of the subjects. Conclusions are drawn on the basis of correlational diagrams and statistical analyses. The presented findings may confirm the importance of individualized foreign language teaching.

Learning by Employing Educational Multimedia in Field-dependent and Field-independent Cognitive Styles

Cognitive learning styles are relatively fixed procedures using which individuals receive, process and organize information. This paper aims to examine academic achievement in English for both field dependence and field independence learning styles using educational multimedia. The sample of the study consisted of 40 second-grade female students of secondary school in Kermanshah. The instrument used in the study was The Group Embedded Figures Test (GEFT) and a teacher made English test. Results which were analyzed by t-test indicated that instruction based on field dependence style with using multimedia works were more effective in improving students' creative thinking performance in student than field independence. Also in field dependence style students will have a better memory to memorize verbal information, whereas in field independence one students act analytically toward the main subject materials. Interestingly, in field dependence style students have a higher interest in continuing their study than in field independent style, as a result they are more successful in utilizing what their environment according to their needs.