Field Dependence-independence Research Articles

Effects of Field Dependence-Independence on Size and Type of Visuals

This study concerns the effect of field dependence-independence on short term recall of content information from visuals described as photographs, paintings and line drawings of different sizes. It was hypothesized that field dependents would be able to perform better on recall tasks with visuals of less complexity and less distracting information. The results showed interaction between size and type of visual, but no significant difference in means due to cognitive style.

Cognitive Differentiation, Automaticity, and Interruptions of Automatized Behaviors

The construct of field dependence-independence was explored with respect to individual efficacy in forming automatized sequences. Thirty-six female subjects developed and used such sequences. They experienced either severe, mild, or no interruption of the sequences at various points during 60 trials (such that each trial was a repetition of the sequence). Attention deployment to task-relevant and task-relevant material during these interruptions was assessed using recognition confidence measures. Results indicated that the distinction between task-relevant and task-relevant items was important to both field-dependent and field-independent subjects: Field-dependent subjects incorporated more task-relevant material as an attentional focus and monitored both kinds of material more closely when the sequence was not interrupted. The opposite was true for field independent subjects, who were also faster in forming the sequence.

Intuition, Cognitive Style, and Hemispheric Processing

200 undergraduate volunteers were administered Westcott's Test of Intuitive Ability, Witkin's Group Embedded Figures Test, Paivio's Revised Individual Differences Questionnaire, and visual and aural dominance measures using a three-field tachistoscope and dichotic listening device, respectively. Field dependence was consistently related to poorer intuitive performance. No sex-related differences were found on intuition, embedded figures, Paivio's questionnaire, or dominance scores although the amount of intuition explained by cognitive style and dominance differed by hand and gender. Visual-verbal style was not associated with dominance while the relation of field dependence-independence and dominance was inconsistent. Neither dominance nor visual-verbal style was consistently related to intuition although complicated associations were indicated by hand and sex, suggesting differences in cognitive organization.

Locus of Control and Field Independence-Dependence as Factors in the Development of Moral Judgment

Abstract This study examined the relationship of locus of control and field independence-dependence to the moral judgment of 88 undergraduates. Singly and conjointly, locus of control and field independence-dependence were found to predict students' levels of moral judgment. Externally controlled, field dependent students demonstrated lowest levels of moral judgment, while internally controlled, field independent students demonstrated highest levels. No link was found between sex of students and levels of moral judgment.

Language, cognition, and second language grammaticality judgments

In first language research, there appear to be two predominant positions relating metalinguistic awareness to language development. One suggests that since metalinguistic awareness is related to primary language acquisition (comprehension and production), general cognitive processes perform a limited role in metalinguistic awareness. The other suggests that since metalinguistic awareness is more closely related to secondary language acquisition (reading and writing), a greater role is assumed by general cognitive processes. There have been some indirect attempts to study the role of language and cognition with respect to second language grammaticality judgments. There is growing evidence that metalinguistic awareness is a reliable indicator of developing second language competence. Furthermore, it has been shown that language aptitude is significantly related to metalinguistic awareness. The present study was designed to investigate the statistical relationship between second language grammaticality judgments and selected cognitive and linguistic variables. The variables studied were second language proficiency, second language classroom achievement, first language reading competence, language aptitude, nonverbal intelligence, field dependence-independence, and a written grammaticality judgment test tapping the ability to recognize, and correct, deviance. Subjects were college students in advanced English-as-a-second-language classes. Multivariate statistical techniques were used to determine the relative contribution of linguistic and cognitive variables to the individual variation demonstrated by the learners in their ability to detect deviance in English. The results showed that second language proficiency, second language achievement in the classroom, and language aptitude were significant predictors of the subjects' ability to make grammaticality judgments. First language reading competence was significantly related to subjects' ability to correct deviance. These observations are discussed in the light of: (1) the relationship among cognition, language, and metalinguistic awareness, and (2) the role of metalinguistic awareness in second language acquisition and second language learning.

UNRESOLVED ISSUES IN RESEARCH ON FIELD DEPENDENCE-INDEPENDENCE

This paper attempts to evaluate some conceptual and methodological issues in research on field dependence-independence. Problems of the definition and measurement of “psychological differentiation” and “cognitive restructuring” are examined. Difficulties arising from the profusion of measures, inadequate control of intelligence and insufficient construct validation of tests are also considered. The paper concludes with some recommendations for further research in this field.

Psychological differentiation and the evaluation of juridic information: Cognitive and affective consequences

The cognitive and evaluative involvements of field dependence-independence in the processing of available information were examined in two experiments. In Experiment 1, ninety-six female undergraduates were assigned to field-dependent and field-independent conditions (via a median split on Embedded Figures Test scores). Half were given information about the trial of a man accused of attempted manslaughter that was suggestive of guilt; the other half received information suggestive of innocence. They were asked to indicate their confidence in the guilt or innocence of the defendant, and to recall arguments from the information they received. Field-dependent subjects were significantly more extreme in their confidence judgments, particularly in the exonerating conditions. They also showed nonsignificantly poorer recall. In Experiment 2, forty-eight subjects from Experiment 1 were given arguments biased in the opposite direction of their original sets. Field-dependent subjects were significantly more likely to shift their confidence judgments and report discomfort when the new information suggested innocence, and to underrecall new information when it suggested guilt. Field-dependent subjects again showed poorer recall. The results of both experiments were discussed in terms of their support for a field-dependence value bias and encoding deficiency.

Conceptual and Empirical Comparisons between Self-Consciousness and Field Dependence-Independence

Certain similarities are noted between the constructs of self-consciousness and field dependence-independence suggesting that private self-consciousness is associated with field-independent modes of self-functioning while public self-consciousness is associated with field-dependent modes of functioning. These propositions were tested by correlating scores on the Self-consciousness Questionnaire with scores on the Embedded Figures and Rod and Frame Tests. For both male and female college students, more privately self-conscious individuals were significantly more field independent on both embedded-figures and rod-and-frame measures. Public self-consciousness, however, was not significantly associated with either measure of field dependence-independence. Discussion considered those aspects of psychological differentiation which have not been part of the self-consciousness construct or for which no relevant research exists. Suggestions were made for investigating possible links between self-consciousness/self-awareness and self-relevant features of field dependent-independent functioning.

Effects of Cognitive and Exemplar Modeling on Field Dependence-Independence

This study examined the effects of two modeling procedures on subjects' performance of cognitive tasks. 57 female and 14 male participants were exposed to one of three conditions. A Cognitive Modeling group viewed a videotape in which examples of embedded figures were presented, accompanied by verbalization of strategies relevant to task performance. An Exemplar Modeling group observed the same examples without verbalization of strategies. A Control group did not view a videotape. The Cognitive Modeling group subsequently outperformed the Exemplar Modeling group which in turn outperformed the Control group on the Embedded Figures Test (a measure of field dependence-independence). Subjects in the Cognitive Modeling group were also able to identify more task-relevant strategies than either the Exemplar or Control groups on a post-experimental questionnaire. These gains did not generalize to performance on Progressive Matrices.

Field dependence, sensation seeking and driving behaviour

The present study attempted to relate field dependence-independence (FDI) to accident involvement and perceived causes of accidents as well as to trace these relationships to the sensation-seeking (SS) tendency of the field-dependent driver. In addition, the concomittant effects of internal/external locus of control (IE) were studied. Subjects ( N=285) filled out a questionnaire assessing their level of FDI, SS, IE, number of accidents, as well as the attributed importance of various possible causes of their last accident. The obtained results show no relationship between FDI and SS and either the number of accidents or the importance attributed to various causes of accidents. Significant relationships were, however, obtained between FDI and SS and seat-belt use and SS and speed on the highway.

Dépendance-indépendance à l'égard du champ, activités opératoires et sénescence

Summary : Field dependence-independence, cognitive operations and senescence. In order to study the inter-individual and intra-individual variability of operatory activities in elderly subjects in relation to cognitive style, 120 intellectual men : 40 active young men and 80 retired, were tested with four Piagetian tasks and the Rod-and-Frame test. The experiment shows : 1) A wide intra-individual dispersion of operatory level especially because of certain cognitive attitudes proper to old age ; 2) Field dependence vs independence associated : a) to the inter-individual variability of senescents1 operatory level : field independency limits the lowering of efficiency in infralogical tasks; b) to the inter-tasks intra-individual variability : the dependent senescents are more dispersed than the independent ones and for certain pairs of tests show different patterns of variability. Key-words : senescence, cognitive operations, field dependence-independence.

Rythmicité scolaire, nature de la tâche et dépendance-indépendance à l'égard du champ

Summary : School rhythms, type of task and field dependence-independence. The aim of this research is to study how eleven year old school children's performances vary weekly and daily according to the kind of task undertaken and their cognitive style : field dependence-independence. Conjugations, perceptual tasks («briques») and maths exercises are proposed. Two contrasted populations are selected by the « Group Embedded Figures Test » (GEFT) giving twenty field-independent school children and twenty field dependent school children. No fluctuation was noted with conjugations. The results indicated that the field independent subjects had significantly higher scores on both the perceptual tasks and the maths exercises. For these tasks performances of both groups (independent-dependent) varied weekly in the same way. Monday and Friday are observed to be the worst days. For the same tasks only dependent subjects scores varied during the day ; 11 h 15 and 16 h 15 are the best times. Key words : performance, rhythms, cognitive style, dependence-independence.

Field independence–dependence and cognitive restructuring.

Field independence–dependence and cognitive restructuring.

Cognitive Style, Operativity, and Reading Achievement

This developmental study was designed to examine the effects of field dependence-independence and level of operational development on the reading achievement of sixth, seventh, and eighth graders. An analysis of covariance was performed on the reading achievement test scores. Field dependence-independence had no significant effect on students’ reading achievement, but high-operational students scored significantly higher than low-operational students on all of the tests. The educational implications of the findings are discussed.

Dépendance-indépendance à l'égard du champ et pensée opératoire chez les filles et les garçons

Summary : Field dependence-independence and operational thought in girls and boys. A difference in level in operational development has never been observed between boys and girls even though the latter prove generally more field dependent. One may therefore wonder where the link lies between cognitive style and the operational theory of intelligence. 109 3rd graders (47 boys and 62 girls) of identical real age underwent the ECDL and GEFT Tests. Results show that greater success on the ECDL is, in boys, associated with field independence; in girls, however similar success is significantly less associated with the degree of dependence-independence. The paper suggests that the differential aspects of the functioning of natural thought (formalization and realization) could go as far as sex differentiation. Key-words : operational thought, cognitive style.

Cognitive Style, Operativity, and Reading Achievement

This developmental study was designed to examine the effects of field dependence-independence and level of operational development on the reading achievement of sixth, seventh, and eighth graders. An analysis of covariance was performed on the reading achievement test scores. Field dependence-independence had no significant effect on students’ reading achievement, but high-operational students scored significantly higher than low-operational students on all of the tests. The educational implications of the findings are discussed.

Event-related-potential (ERP) correlates of cognitive styles, abilities and aptitudes

Fifty, right-handed males were given 11 psychometric tests of cognitive styles, abilities and aptitudes. Visual (VERP), auditory (AERP) and bimodal (BERP) brain event-related-potential (ERP) amplitudes were recorded from each of these Ss. Canonical and product-moment correlations were computed. These analyses established that VERPs and BERPs elicited in the frontal, temporal, parietal and occipital regions were related to abilities and aptitudes: general aptitude, reading and verbal comprehension and spatial ability; and a cognitive style: field dependence-independence. The results demonstrated the construct validity of ERPs as indicators of individual differences in cognitive characteristics, especially crystallized and fluid intelligence.

Field dependence-independence and its relationship to E and N in male and female polytechnic students

Three studies were conducted to validate a new positive attitude towards cyberbullying measure. Our developed measure is a self-report assessment that consists of nine items. Study 1 (N = 166) used exploratory factor analysis and found two distinct factors: Harmful Cyberbullying Attitudes (HCA; five items) and General Cyberbullying Characteristics (GCC; four items) that both had adequate reliability. The factor structure was replicated using confirmatory factor analysis in Study 2 (N = 336). Additionally, our new measure correlated significantly with existing measures of cyberbullying attitudes and cyberbullying behaviors. Finally, Study 3 (N = 159) further replicated the results of Study 2 and also showed that our HCA measure predicted cyberbullying perpetration above and beyond other cyberbullying attitude measures. Overall, our research suggests that our new cyberbullying attitude measure is reliable and valid.

Field independence-dependence and cognitive restructuring.

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

Effect of Field Independence-Dependence and Study Technique on Learning from a Lecture

Field-independent and field-dependent students listened to a taped lecture under one of four study technique conditions: (a) no notes, (b) student’s notes, (c) outline framework plus student’s notes, and (d) complete outline plus student’s notes. After listening to the lecture, all students were permitted a 10-minute review period, which was followed by a 20-item multiple choice test. Analyses of test performance and notes taken yielded results consistent with field independence-dependence theory. In particular, analyses of the significant interaction of Cognitive Style × Study Technique revealed that field-independent students performed better than field-dependent students under the student’s notes condition. Also, field-dependent students performed significantly worse under the student‘s notes condition than did field-dependent students under the complete outline condition. Notes of field-independent students were more efficient and tended to be in an outline format more often than notes of field-dependent students. The results are discussed in terms of explanations of performance differences, relevance for future notetaking research, and implications for educational practices.