Field Independent Style Research Articles

Students' Ability to Solve Arithmetic Problems Based on APOS Theory in Cognitive Styles Differences

This study describes the ability to solve systematic problems regarding field-dependent (FD) and field-independent (FI) cognitive styles in arithmetic material. Solving systematic problems based on the APOS theory (action, process, object, schema) describes the ability of each student's cognitive style. This type of research is descriptive, using a qualitative approach. The research subjects consisted of four students consisting of two students with an FD and two FI styles in class X SMA Negeri 1 Gemolong. Data collection methods are tests and interviews. The instruments in the research were the researchers themselves, the GEFT (Group Embedded Figure Test) test as an instrument in selecting research subjects, a test of the ability to solve arithmetic problems based on APOS and interview guidelines. The analysis technique used in this study is data reduction, data presentation, and conclusion. The results showed that students with a FI cognitive style were better at problem-solving than students with an FD cognitive style. Subject FI can solve mathematical problems systematically based on APOS theory, and FI can determine methods for solving mathematical problems and originate from their thoughts not influenced by other parties. Meanwhile, FD has difficulty solving problems systematically and understanding and making mathematical models, which tends to be problematic in understanding mathematical problems and solutions that do not originate from their thinking.

Specificities of stress resilience in university students living under the martial law

The article is dedicated to analysis of scientific research on specific characteristics of psychological resilience university students develop when living under the military law. Resilience to stress is viewed as comprehensive personal attribute, which is composed of the following individual psychological components, i.e., low personal and situational anxiety, low level of neurological and psychological stress, adequate self-esteem, high level of ability to work, emotional stability. These components provide for effective achievement of goals, and are realized in personal cognitive, emotional, motivational, and behavioral areas. Based on theoretical research, it is concluded that higher resilience in individuals is facilitated by the following personal characteristics, such as flexibility, abstract thinking, cognitive style of field independence, developed perceptual, mnemic and intellectual abilities, attentiveness and observation, ability for self-concentration, emotional stability, optimism, adaptability, and subjective self-control. The article is a summary of empirical study results focused on specific characteristics of resilience Ukrainian university students demonstrate under the stressful conditions of military law. Compensating mechanisms of psychological defense of students are identified as projection and compensation. Key strategies of overcoming behavior in individuals with high resilience levels are identified as approval of responsibility, self-control, and planning for problem solving. Key strategies of overcoming behavior in individuals with low resilience levels are identified as confrontation, avoidance and seeking social support.

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.

Mathematical literacy of students in solving PISA-like problems based on cognitive styles of field-dependent and field-independent

This qualitative-descriptive study aims to describe students’ mathematical literacy in field-dependent and field-independent styles in solving PISA-like mathematics problems. Based on the GEFT test, math ability test, and were of the same gender and communicated well, two students were obtained as subjects. Mathematical Literacy Task-based Interview was used to collect student’s mathematical literacy data. The results indicated the field-dependent student, when formulating, was able to identify information by mentioning using sentences in the questions and represented using verbal, symbols, and mathematical models representation. He was able to design and implement strategies, use procedures and mathematical reasoning when looking for solutions, but he was less precise in determining problem-solving. In interpreting, he was able to interpret mathematical solutions contextually, check again by working backward. On the other hand, when formulating, the independent field student was able to identify the information required by mentioning using their own language and using verbal representations, symbols, and appropriate modeling. In employ, he designed and implemented concise strategies, procedures, and mathematical reasoning to find solutions. In interpreting, he interpreted mathematical solutions in a profound contextual manner and checked again by repeating the problem-solving process.

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.

Profile Number Sense of 5th Grade Students Subject Based on Field-Dependent and Field-Independent Cognitive Style

Number sense can vary from person to person, number sense variations can be caused by learning experiences of mathematics, mathematical abilities, and cognitive styles. This research is a qualitative descriptive study that aims to determine the number sense profile of grade V SD students in terms of the field-dependent and field-independent cognitive styles on fraction material. So the research begins by giving a math ability test, cognitive style test, and number sense test. The subjects of this study were fifth-grade students of SDN Ngagel Rejo V Surabaya with field-dependent and field-independent styles with equivalent math abilities. Data collection was continued with the number sense test, and interviews and checks using time triangulation. The results showed that students with a field-independent cognitive style tended to use logical reasoning and actively processed information and were able to simplify complex problems well. They also have a high of number sense so that they can answer and describe answers based on their analytical skills. For example, when comparing the concept of numbers, they can show that there is another fraction or decimal between two fractions or decimals. Whereas students in the field-dependent cognitive style only compare the values of the two fractions or decimals, which means they have difficulty separating and distinguishing objects. simple of complex objects. They also tend to do conventional learning such as doing multiplication using a pencil and writing on paper and cannot analyze a thing or question with an estimate or approach. Therefore, students' cognitive styles must be learned and aligned with existing teaching strategies in several schools. Teaching adjustments that are in line with students' cognitive styles are needed to improve student performance.

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.

Особенности проявления когнитивных барьеров в учебной деятельности студентов с полезависимым и поленезависимым стилями

The survey is dedicated to the identification of cognitive barriers in educational and professional activities among students with field-dependent and field-independent styles of cognitive activity. For these purposes, we used the principle of taxonomy proposed by B. Bloom (“the taxonomy of the levels of knowledge of Benjamin Blum”), as well as the “Gottschaldt figures” technique. The results show that the cognitive style is a factor influencing the level of cognitive difficulties.

PENERAPAN MODEL PEMBELAJARAN GENERATIF DALAM MENINGKATKAN KEMAMPUAN KONEKSI MATEMATIS DITINJAU DARI GAYA KOGNITIF

Mathematical connection ability is the ability of students to associate concepts in mathematics, mathematics with other disciplines and mathematics with everyday life. Based on several studies conducted by researchers it is known that students' mathematical connection ability is still low. In addition, teachers rarely pay attention to students' cognitive styles even though cognitive styles can affect students' mathematical connection abilities. Therefore, the purpose of this study is to find out the improvement of students' mathematical connection abilities by applying generative learning models in terms of cognitive style.This research was a quasi-experimental research with nonequivalent control group. The population in this study were all students of the second semester on XI MIPA class of MAN 4 Tangerang in the 2018/2019 academic year spread into 5 classes. The sampling technique in this study was taken by cluster random sampling technique, such as by taking two classes from the population randomly (drawn) that the population must be normal and homogeneous. The class used as the sample in this study were class XI MIPA 2 as an experimental class and class XI MIPA 5 as a control class where each class consists of 26 students. Based on the results of the research that has been done, it can be concluded that, (1) increasing mathematical connection ability of students with independent field cognitive styles who obtained generative learning higher than the increase in students' mathematical connection abilities in cognitive field independent style who obtain scientific learning, (2) an increase in students' mathematical connection abilities with field dependent cognitive styles who obtain generative learning is higher than the increase in students' mathematical connection abilities with field dependent cognitive styles who obtain scientific learning.

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.

Acquisition of the Non-Generic Definite Article in English: The Influence of Cognitive Style

The study examines the relationship between Japanese students’ uses of the English non-generic definite article and the cognitive style of field dependence/independence. According to a model by Liu and Gleason (2002), the non-generic definite article consists of four types: textual, structural, situation, and cultural. We examined whether the first three types, which involve analysis of grammatical rules, may be easier to learn for field independent learners who are more analytical. We also investigated whether cultural use, which is largely based on social convention, may be easier for field dependent individuals who have a more interpersonal orientation. Twenty-seven Japanese students studying in Canada completed a non-generic definite article test that involves filling in missing obligatory instances of the, the Group Embedded Figures Test that measures field dependence/independence, and four batteries of the Woodcock-Munoz Language Survey – Revised that together provide a measure of broad English ability. Textual and structural use were positively associated with a field independent style, over and above broad English ability. Other correlations were non-significant. Results are interpreted according to the type of cognitive learning required by the textual and structural uses of the and why these may be facilitated by a field independent orientation.

Individual differences in brain structure and resting brain function underlie cognitive styles: evidence from the Embedded Figures Test.

Cognitive styles can be characterized as individual differences in the way people perceive, think, solve problems, learn, and relate to others. Field dependence/independence (FDI) is an important and widely studied dimension of cognitive styles. Although functional imaging studies have investigated the brain activation of FDI cognitive styles, the combined structural and functional correlates with individual differences in a large sample have never been investigated. In the present study, we investigated the neural correlates of individual differences in FDI cognitive styles by analyzing the correlations between Embedded Figures Test (EFT) score and structural neuroimaging data [regional gray matter volume (rGMV) was assessed using voxel-based morphometry (VBM)] / functional neuroimaging data [resting-brain functions were measured by amplitude of low-frequency fluctuation (ALFF)] throughout the whole brain. Results showed that the increased rGMV in the left inferior parietal lobule (IPL) was associated with the EFT score, which might be the structural basis of effective local processing. Additionally, a significant positive correlation between ALFF and EFT score was found in the fronto-parietal network, including the left inferior parietal lobule (IPL) and the medial prefrontal cortex (mPFC). We speculated that the left IPL might be associated with superior feature identification, and mPFC might be related to cognitive inhibition of global processing bias. These results suggested that the underlying neuroanatomical and functional bases were linked to the individual differences in FDI cognitive styles and emphasized the important contribution of superior local processing ability and cognitive inhibition to field-independent style.

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.

A research on a preference of emotional memory in different cognitive style of undergraduates

Objective To explore the preference of emotional memory in different cognitive style of undergraduates. Methods A 2 cognitive style (field independent style / field dependent style) * 3 facial expressions (positive/neutral/negative faces) mixed designs were adopted to compare the reaction time, which in the condition of stimuli presentation time 500 ms in field independent and dependent participants (n=25, respectively). E-Prime program was used to present the stimulus and to record the reaction time and accuracy to stimuli of all subjects. Repeated Measurement ANOVA was used in the research, facial expressions (positive/neutral/negative faces) as the within group factor, and groups (stress/non stress) as between group factor. Both the main effect of each variable and the interaction effect of variables were tested. Results There were a significant difference of response time and accuracy between the field independent and field dependent college students. It was shown by repeated measurement ANOVA that the main effect(F(2, 47)=4.321, P<0.05)in facial expressions properties and the interaction effect(F(2, 47)=3.299, P<0.05)between groups and facial expressions properties were found. Further analysis showed that the reaction time to detect stimulus of positive((610.71±11.26)ms)and neutral((606.24±18.27)ms) facial expression was shorter than negative((653.17±20.91)ms)faces for field independent participants(P<0.05) .Interestingly, for field dependent group, the neutral faces((675.67±21.01)ms)were faster than others (P<0.05). Conclusion Field independent students had significant advantages over field dependent students in emotional memory. Key words: Undergraduates; Cognitive Style; Emotional Memory; Bias

A Study of the Relationship between Cognitive Styles and Learning Strategies

This study focuses on the relationship between cognitive styles and learning strategies of 184 second-year English majors from the Foreign Language School of a university in Wuhan. In this study, quantitative data is presented. Two self-reported inventories are employed. Learning Style Survey is used to examine the learning styles of the participants and the Chinese version of Oxford’s Strategy Inventory for Language Learning (SILL) is conducted to survey the subjects’ learning strategies.The results show that cognitive styles have significant influence on learners’ choices of learning strategies. Synthesizing style, sharpener style, field-independent style and impulsive style of cognitive styles correlate positively almost with every strategy presented in this paper, so they turn to be the most influential cognitive styles that have an impact on learners’ learning strategy choices.Finally, implications for teaching are discussed, as are suggestions for the future researches.

Witkin's Cognitive Styles and Field Theory Applied to the Study of Global Managers and OD Practitioners

There has been an upsurge of publications based on Hermann Witkin's ground-breaking work on cognitive styles and human perception differentiated into field-dependent and field-independent styles (Winerman, 2006; Nisbett & Miyamoto, 2005; Nisbett, 2003). This paper builds on current and past research of Witkin (1969) and applies his concepts to the study of global managers and OD practitioners. The goal is to describe core aspects of culture-related challenges, which global mangers and OD practitioners have to overcome, and ends with proposing future research on the possibilities of training global managers and OD practitioners in order to develop integrated perceptual-cognitive ability (IPCA). Such an IPCA competence would allow them to master both field dependent and field-independent perceptual-cognitive skills.

Field independence in higher education and the case of distance learning

It has been postulated that student autonomy in distance education could be operationalized in terms of the cognitive style of field independence. While distance learning students often obtain high scores on field independence, this is also true of campus-based students. Field independence is not positively related to students’ course evaluations, their preference for independent learning, their course completion in distance education, nor their level of autonomy. Consequently, field independence is not useful for understanding experiences or attainment in distance education.

A comparison of learning styles and demographic characteristics of students enrolled in selected animal science courses.

Learning style is the method an individual uses to concentrate and to process and retain new information. This developmental set of characteristics can make identical instruction effective for some learners and ineffective for others. Even though learners are capable of mastering the identical information or skills, if they are taught through methods that complement their preferred learning style, analytical and global learners have different environmental and physiological needs. An important relationship between learning style and instruction is that individuals are likely to teach the way they prefer to learn. The objectives of this study were to identify learning styles of students enrolled in selected animal science courses. The majority (58%) of students enrolled in selected courses preferred a field-independent learning style (analytical). With respect to gender and learning style, there was no difference between males and females. Classification of high school demographics showed students from rural areas preferred a field-dependent learning style (global) and students from suburban or urban areas were more likely to prefer a field-independent style. There was a difference in the preferred learning style of animal science faculty (field-dependent) and those students who declared their majors as animal science and preveterinary medicine (field-independent). The inverse relationship was found between dairy/poultry science faculty and students. Faculty should be aware of their own learning style and the learning styles of their students so they may facilitate learning for all students.

Some Fundamental Questions about Scientific Thinking

Abstract This study demonstrates that 11 year‐old children's scientific thinking in formal operational terms determined by Science Reasoning Task II can be significantly developed through training in the cognitive style of field independence determined by the Group Embedded Figures Test, suggesting they could perform formal operationally if they had the skill of identifying the variables to be manipulated. The increases in field independence and formal operations were further developed by strategies that increased children's metacognition of the processes invoked. This indicated that many children's scientific ability is often underestimated because of their lack of ability in recognising a variable as a variable, and differentiating which variables are significant, rather than an inability to manipulate and control those variables in a fair test. An outline of the material used in training is described.

Designing for diversity: Are field-dependent learners less suited to distance education programs of instruction?

Some persons may be better suited than others to the correspondence mode of instruction. The characteristics associated with the cognitive style of field-independence are similar to those which are assumed to be important for correspondence study. The present study investigated whether students who register for correspondence study tend more toward field-independence. In addition, the study investigated whether field-dependent students were more likely to drop out of their correspondence courses than field-independent students and whether field-dependent students evaluate their correspondence study experience less positively than field-independent students. The results confirmed that participation in correspondence study is associated with the cognitive style of field-independence. No significant differences were found in either persistence behavior or student evaluations of correspondence study between the field-dependent and the field-independent subjects. The absence of such differences was attributed to the finding that the subjects in the study tended more toward the cognitive style of field-independence than normative groups. The study concluded that the cognitive style of field-dependence/independence may have significant implications for the design and delivery of distance education programs of instruction, such as correspondence study.