Measure Of Field Independence Research Articles

Patterns of environmental adjustments underlying measured cognitive complexity and field independence in men and women.

73 male and 72 female college students completed several measures delineating aspects of the relationships they perceived between themselves and their social and physical environment, as well as cognitive complexity and field-independence measures. Correlational and cluster analysis showed complexity and field independence occurred within differing patterns of self-environment relations for men and women. Differing implications for the simultaneous development of verbal and non-verbal analytic cognitive styles in men and women were suggested by the findings. Results emphasized an ecological approach to cognitive styles as necessary for understanding the information processes underlying the styles themselves as well as their adjustive implications for men and women.

The relationship between field independence and sentence disambiguation ability

The relationship between field independence and ability to disambiguate sentences was ivestigated. Sixty-nine college students were administered the Components test of the Flanagan Aptitude Classification Tests as a measure of field independence. Sixty ambiguous sentences, consisting of 15 each of lexical, surface structure, underlying structure, and multiple ambiguity types, were used to assess ability to disambiguate sentences. Results revealed a moderate positive correlation between field independence and sentence disambiguation ability. This relationship suggests (1) that field independence is not a cognitive style limited only to perceptual restructuring processes and (2) that sentential disambiguation processes are not solely a function of linguistic competence.

Relations Between Embedded Figures Test Performance and Dimensions of the I-E Scale

Relations between an embedded figures measure of field independence and various dimensions of Rotter's internal-external locus of control scale were investigated. The general absence of significant correlations suggests that these variables are essentially unrelated.

Achievement motivation and field independence

Abstract.— Previous studies on the relationship between achievement motivation and field independence appear to have concentrated on the hope of success motive and Embedded Figures Test measures of field independence. The present study relates measures of both hope of success and fear of failure to performance on the Rod and Frame Test. It was found that a group with high Hope of Success/high Fear of Failure and one with low Hope of Success/low Fear of Failure were more field dependent than a group with high Hope of Success/low Fear of Failure and one with low Hope of Success/high Fear of Failure. The results were interpreted in line with the Yerkes‐Dodson law. High Hope of Success/high Fear of Failure was assumed to reflect a too high level of effort output or arousal, whereas low Hope of Success/low Fear of Failure was assumed to reflect a too low level of effort expenditure. According to a second interpretation, the field dependent performance of high/high and low/low groups was assumed to relate to a confused/uncertain self image.

Field independence and intellectual functioning in preschool children.

In order to determine whether performance on the Preschool Embedded-figures Test, a measure of field independence for young children, involves processes shared by aspects of intellectual functioning, a factor analysis which included the Preschool Embedded-figures Test and all of the subtests of the WPPSI was carried out on a group of 169 4-1/2-yr.-olds. For both sexes the Preschool Embedded-figures Test loaded a common factor shared also by WPPSI Block Design and Geometric Design. This factor was identified as a perceptual analytic factor and was demonstrated to be similar to the analytic factor identified by Goodenough and Karp (1961) at older age levels.

Relationship among ego identity status, field-independence, and traditional femininity

Fifty-five senior college women were given an ego identity status interview, two measures of field-independence (the Embedded Figures Test and figure drawings), and the Gough Femininity Scale. A significant relationship was found between ego identity status and field-independence, as measured by the EFT. Women in those identity statuses defined by occupational, ideological, and sexual commitment (Achievement and Foreclosure) were significantly more field-independent than women in those statuses which were not committed to elements of psychosocial identity (Moratorium and Diffusion). There was a trend toward a significant relationship between ego identity status and traditional femininity. No relationship was found between field-independence and traditional femininity.

FIELD INDEPENDENCE AND MEASURES OF INTELLIGENCE: SOME RECONSIDERATIONS

A field study was conducted in a suburban elementary school to ascertain the relationship between the CEFT, a measure of field independence, and tests of verbal ability and general intelligence for lower-class black subjects. A correlational analysis revealed strong interrelationships between these tests contrary to the previous findings of Witkin and his associates. Grade level and sex interacted to produce different correlational structures for each condition. These results question the assertion that field independence varies independently of intelligence for all subjects regardless of age, sex, and social class.

Assessment of perceptual field independence in freshman and senior undergraduates.

A longitudinal investigation of perceptual field independence between ch~ldhood and young adulthood by Witkin, et al. (1967) found an increase during this agc range. However, there was some cross-sectional evidence that field independence may tc~nporarily decrease in late adolescence. The present study further examines age as well as sex differences in freshman to senior undergraduates. Ss were 20 male and 20 female students in each of the four class years (N = 1 6 0 ) . Each S received two measures of field independence: Hidden-patterns Test (French, er al., 1962) and a Modified Hidden-figures Test (French, et al., 1962; Jackson & Messick, 1 9 6 4 ) . The modification on the Hidden-figures Test was that S was shown the correct figure to trace. The number correctly checked (minus the incorrect) in 2 min. was the score used o n the Hidden-pattern Test, and the number correctly traced in 10 min. was the score used on the Modified Hidden-figures Test. The two tests of field independence were significantly correlated in both the female sample ( s = .25) and the male sample ( r = . 4 3 ) . The mean total for the male sample on the Hidden-patterns test was 32.75 and for the female sample was 34.86. The mean totals on the Modified Hidden-figures Test were 11.52 for men and 11.92 for women. The analyses of variance indicated no age or sex differences on either test scores. On the Hidden-patterns Test the Fs were 1.87 for age ( d f = 3/152) and 1.95 for sex ( d f = 1/152) . O n the Modified Hidden-figures Test the Fs were 1.05 for age and .27 for sex. These results indicate that age differences as well as sex differences on several perceptual measures of field independence are negligible between 18 and 22 yr. The implication is that in a relatively homogeneous sample field independence reaches a plateau in young adulthood and that during the age range of 18 to 22 yr. there is not a temporary reversal in the growth of perceptual field independence.

Field independence and Stroop color-word performance.

Several investigators (Klein, 1964; Frankenhaeuser, et al., 1967; Hochman, 1967) have reported that performance on the Stroop color-word test is accompanied by signs of stress, tension, and frustration. In this test, Ss are asked to name the colors of ink used to print names of other colors, i.e., the word “red” is printed in blue ink. Saltz (1971) suggests that Ss who develop strong boundaries for cognitive systems are less likely to have these systems disrupted by stress than are Ss whose boundaries are weaker. Using one of Witkin, et al.‘s (1962) field-independence measures (Hidden-figures) as an index of boundary strength, the present experiment was designed to explore the relationship between an individual's boundary strength and color-word performance.

Field independence and academic achievement of engineering students.

The Hidden-figures Test was used as a group measure of field independence with 184 male engineering students. Scores did not correlate significantly with cumulative grade average or with freshman aptitude scores. Aptitude scores were a better predictor of success in an engineering program than the field-independence scores.

Relationship between measures of psychological differentiation and intellectual ability.

This study was concerned with the nature of the relationship between measures of psychological differentiation and intellectual ability. Significant correlations ranging from –.21 to –.56 ( N = 143) were obtained between field-independence measures and diverse measures of intellectual achievement many of which ostensibly have little or no relationship to embedding contexts, spatial-perceptual skills or non-verbal organization. The adequacy of Witkin's notion that significant relationships between measures of field-independence and intelligence can be explained on the basis of a common requirement for overcoming embedded contexts was questioned. An alternative interpretation was proposed and other lines of evidence consistent with this viewpoint were presented.

Field independence and the sixteen personality factor questionnaire: a further note.

Recently Ohnmacht (3) correlated scores on two hidden-figures tests, measures of the field independence (FI) construct described by Witkin, et al. (4), with fourth second-order factor (Q IV) scores from the Sixteen Personality Factor Questionnaire (16 PF). Since Q IV has been described as being . . associated with 'field independence' in the sense used by Witkin (I), Ohnmacht's (3) nonsignificant correlations led him to conclude that Q IV appeared to lack construct validity as a measure of FI. In a rejoinder (2), it was noted that Q IV is only hypothesized as being identical to source trait U.I. 19 (Independence). Ohnmacht's (3) data, at best, were interpreted as perhaps indicating that Q IV and U.I. 19 were different traits; at worst as being irrelevant to the validity of either trait. However, ic seems that, if Q IV is related to Witkin's FI construct as proposed (I), empirical verification with respect to the measures by which the Witkin, et al. (4) construct is defined is required. To evaluate f~~rther the relationship between Q IV and FI, 174 psychiatric inpatients, 61 males and 113 females, representing essentially consecutive admissions, received Series 3 (4) of the Rod-and-frame Test (RFT) and the 16 PF, Forms A and B, within 2 wk. of admission. Correlations between Q IV and RFT scores were computed by sex and were .30 (p < .0l) and .07, for females and males, respectively. The differential results by sex were consistent with earlier findings concerning the relationship berween the RFT and Embedded Figures Test (4) but are apparently not provided for in Cattell and Hundleby's (2) formulation. Although the present results show a stronger relationship berween Q 1V and the Witkin, et al. (4) FI construct than do earlier results (3), both studies clearly indicate that Q IV is not a particularly good questionnaire measure of F1 as defined by Witkin, et al. (4).

Field independence, achievement values and the evaluation of a competency related dimension on the least preferred co-worker (LPC) measure.

The purpose of the study was to investigate personality correlates of Fiedler's Least Preferred Co-worker Scale (LPC), which has been found to be predictive of leadership effectiveness. The independent variables were several measures of psychological differentiation (field dependence-independence) and a measure of achievement versus affiliation orientation. The dependent variables were the LPC total score and several subscales derived from principal components analysis. As predicted, the results showed that for a sample of 55 male undergraduates those Ss who evaluated their least preferred co-worker relatively unfavorably on the Competence subscale of the LPC were field independent, masculine (the moderator variable), and achievement- rather than socio-emotionally oriented. As predicted, no relationships appeared for measures of field independence and the socio-emotional subscales of the LPC. The authors discuss the significance of the measures of field independence for leadership research.

Note on the Validity of the Sixteen Personality Factor Questionnaire Measure of Field Independence

Note on the Validity of the Sixteen Personality Factor Questionnaire Measure of Field Independence

Relationships of Field-Dependent and Field-Independent Cognitive Styles to Creative Test Performance

138 undergraduate males were administered individual and group measures of perceptual field-independence. Most Ss were also administered two measures of intelligence and a battery of tests of creativity. Comparisons were made of the creative test performance of 3 groups of 15 Ss each, matched for Otis IQ and drawn from field-dependent-, field-central-, and field-independent- S categories. Similar comparisons were made with independent groups drawn from the same perceptual orientation groupings. It was predicted that field-independent Ss would obtain higher scores on tests of creative ability than would field-dependents. A significant relationship was also predicted between Ss' scores on the individual and group measures of field-independence. Individuals with field-independent cognitive styles were consistently more creative on the tasks used in this study than individuals with field-dependent orientations. Significant differences between the creative test performance of these two groups were obtained in both matched and independent group comparisons. Relationships between creativity and intelligence were weak and typically nonsignificant. Factor analysis of all test scores for 114 Ss revealed six creativity factors and one factor composed of IQ and perceptual test scores. Significant relationships were found between individual and group measures of field-independence. Both measures of perceptual-field orientation were significantly correlated with factors commonly measured in intelligence tests. However, the degree of association between field-independence and IQ was influenced by the loadings of quantitative factors in the operational measures of intelligence employed. Some of the theoretical implications of these findings are discussed.

Resistance to an optical illusion, figurai after-effects, and field dependence

The ability to resist geometric illusions is shown to be related both to measures of field independence and to figural after-effect potency. Ss who demonstrated figurai after-effects on a particular task, in contrast to those who did not, were able to counteract a presented visual illusion and were also clearly identified as field-independent on a pertinent perceptual task. Consonant with the evidence of previously reported related studies, the present findings continue to show that individual differences in figural after-effect potency are systematically related to a wider gamut of perceptual and behavioral response categories.

Evaluation of Group and Individual Forms of Embedded-Figures Measures of Field-Independence 1

Evaluation of Group and Individual Forms of Embedded-Figures Measures of Field-Independence 1