Field Dependence and the Role of Visual Frameworks in the Perception of Size

Perception ◽  
1977 ◽  
Vol 6 (6) ◽  
pp. 661-666 ◽  
Author(s):  
Eric Sigman ◽  
Philip K Oltman
Keyword(s):  
Individual Differences ◽  
Cognitive Style ◽  
Field Dependence ◽  
Large Range ◽  
Apparent Size ◽  
Target Figure ◽  
Field Independent ◽  
Field Dependent

The extent to which apparent size is relationally determined has been studied by Rock and Ebenholtz and by Wenderoth, who came to widely differing conclusions as to the magnitude of this phenomenon. In both studies, a large range of individual differences was observed. In the present study, an attempt was made to account for variations in the influence of visual contexts on the perception of size by relating them to the cognitive style dimension of field dependence/independence. In two situations, relatively field-dependent observers made size judgments which were influenced by a frame surrounding the target figure, while relatively field-independent observers tended to be less influenced by the frame, making their judgments approximate the retinal size of the target. The results suggest that assessment of the magnitude of the relational determination of apparent size must consider the cognitive style of the observers as well as situational variations.

Cognitive Style and the Reading Process: Field-Dependence Differences on a Lexical-Decision Task

1994 ◽  
Vol 78 (3_suppl) ◽  
pp. 1195-1198 ◽  
Author(s):  
Martin F. Davies
Keyword(s):  
Lexical Decision ◽  
Cognitive Style ◽  
Lexical Decision Task ◽  
Field Dependence ◽  
Reading Strategies ◽  
Decision Task ◽  
Normal Reading ◽  
Field Independent ◽  
Field Dependent

This study examined cognitive-style differences in reading strategies on a lexical-decision task. Subjects made word/nonword judgments for letter sequences consisting of either real words, English-sounding nonwords, or non-English-sounding nonwords. In line with previous findings, responses were significantly slower to English-sounding nonwords than to non-English sounding nonwords. This effect was qualified by a significant interaction with field dependence such that field-dependent subjects were significantly slower than field-independent subjects for English-sounding nonwords but not for non-English-sounding nonwords or for real words. These findings complement a 1988 finding by Davies that field-dependent scorers prefer a phonological strategy for lexical access and they provide better evidence for the role of such process differences in normal reading.

Field Dependence and the Differentiation of Affective States

1981 ◽  
Vol 139 (1) ◽  
pp. 52-58 ◽  
Author(s):  
Katharine R. Parkes
Keyword(s):  
Sex Differences ◽  
Social Class ◽  
Cognitive Style ◽  
Field Dependence ◽  
Normal Female ◽  
Cognitive Symptoms ◽  
Affective States ◽  
Clear Cut ◽  
Field Independent ◽  
Field Dependent

SummaryThe extent to which anxiety, irritability and depression were differentiated as separate entities associated with characteristic patterns of somatic and cognitive symptoms by field dependent (FD) and field independent (Fl) normal female subjects was studied with the Hidden Figures Test and Unpleasant Emotions Questionnaire. In the Fl group the correlations between the three emotions were low and non-significant, reflecting a clear-cut differentiation in symptom configuration, as shown by psychiatrists. In the FD group the inter-correlations were significant and positive, corresponding to relatively poor symptom differentiation, comparable to that of a psychiatric patient group. This suggests that the cognitive style variable of field dependence may underly differences in symptom differentiation associated with psychiatrist/patient differences and, more generally, with social class and sex differences.

Field Dependence and Self-Disclosure

1973 ◽  
Vol 36 (3) ◽  
pp. 735-738 ◽  
Author(s):  
Joaquin F. Sousa-Poza ◽  
Robert Rohrberg ◽  
Ernest Shulman
Keyword(s):  
Social Behavior ◽  
Field Dependence ◽  
The Self ◽  
Social Stimuli ◽  
Self Disclosure ◽  
Field Independent ◽  
The Social ◽  
Field Dependent ◽  
Personality Theories

Some characteristics of the social behavior of field-dependents as well as their superior recognition of ambiguous social stimuli led to the hypothesis that they would show greater self-disclosure than field-independents. This hypothesis was tested by administering the 60-item Jourard Self-disclosure Questionnaire (JSDQ) to 13 field-dependent and 13 field-independent Ss. In terms of total self-disclosure scores, field-dependents showed significantly (.025) higher levels than field-independents. Results are discussed in light of personality theories which emphasize the role of self-conceptual transactions in the development of the self.

COGNITIVE STYLE PERFORMANCE AND FORM DISCRIMINATION

1973 ◽  
Vol 1 (1) ◽  
pp. 17-22 ◽  
Author(s):  
Glen M. Vaught ◽  
Paul A. Roodin
Keyword(s):  
College Students ◽  
Cognitive Style ◽  
Field Dependence ◽  
Active Touch ◽  
Female College Students ◽  
Form Discrimination ◽  
Female College ◽  
Passive Touch ◽  
Field Independent ◽  
Field Dependent

Forty-two male and 42 female college students were subdivided into field independent, medium, and field dependent identity groups and matched for sex. Each subject was given 24 active and 24 passive touch form discrimination trials. The results showed that active touch form discrimination yielded fewer errors than passive touch and that females were better form discriminators than males. The interaction between field dependence, form discrimination and sex showed that in contrast to field independent subjects, field dependent males made more form discrimination errors while females improved. This interaction is discussed in relation to the field dependence literature.

scholarly journals Field Dependence-Independence in Second-Language Acquisition: Some Forgotten Aspects

1998 ◽  
Vol 1 ◽  
pp. 32-38 ◽  
Author(s):  
Carolina Tinajero ◽  
Fernanda Páramo
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Cognitive Style ◽  
Field Dependence ◽  
Embedded Figures Test ◽  
Cognitive Components ◽  
Field Independent ◽  
Field Dependent ◽  
Z Scores

This study examined the role of sex and intelligence in the relationship between field dependence-independence and second language acquisition for a sample of 383 students (187 girls and 196 boys) aged between 13 and 16. The Portable Rod and Frame Test (PRFT) and the Embedded Figures Test (EFT) were used to evaluate cognitive style. A two-way covariance analysis, with intelligence as the covariate, was employed to investigate differences in second language achievement between students classified as either field-dependent or field-independent. A cluster analysis using z scores was examined to study the performance of subjects classified as either field-dependent or field-independent according to scores obtained on the EFT and the PRFT (“coincident” subjects) and those classified as field-dependent in one test and field-independent in the other (“non-coincident” subjects). No statistically significant differences between the two groups were obtained when cognitive style was defined by scores on the PRFT. When field dependence-independence was measured by scores on the EFT, field-independent girls performed better than field-dependent girls (p < .005), but this outcome was not observed for boys. These results suggest a differential contribution of the “perceptive” and “cognitive” components of field dependence-independence and a modulating role by sex.

Gaming, Cognitive Style, and Feedback in the Achievement of Learning Objectives

2011 ◽  
pp. 416-448 ◽  
Author(s):  
Brian Cameron
Keyword(s):  
Information Processing ◽  
Individual Differences ◽  
Cognitive Style ◽  
Learning Objectives ◽  
Effective Strategy ◽  
Independent Field ◽  
Field Independent ◽  
Field Dependent ◽  
Computer Based ◽  
Instructional Gaming

Research has indicated that the depth of information processing is influenced by the type and intensity of rehearsal methods. However, an efficient and effective strategy for employing feedback in online and computer-based educational gaming environments has yet to be determined. In addition, individual differences, such as cognitive style, have been given little consideration in instructional gaming research. This chapter empirically investigates the effect of using selected types of feedback (knowledge of response and elaborative) and gaming methods on delayed retention. The investigation also examines if a relationship exists between the cognitive style (field independent / field dependent) of the learner and the use of instructional gaming, using different forms of feedback.

Judgments of Sentence Grammaticality and Field-Dependence of Subjects

1989 ◽  
Vol 69 (3-1) ◽  
pp. 739-747 ◽  
Author(s):  
Hiroshi Nagata
Keyword(s):  
Cognitive Style ◽  
Field Dependence ◽  
Negative Reinforcement ◽  
Field Independence ◽  
Stringent Criterion ◽  
Lead Field ◽  
Field Independent ◽  
Field Dependent ◽  
Independent Students

11 field-dependent and 14 field-independent students rated the relative grammaticality of sentences three times, with sentences presented repeatedly during the first and second judgments. All the subjects received negative reinforcement after the second judgments. Analyses showed that field-independent subjects tended to adopt a more stringent criterion on judgments after than before repetition, whereas no change in criterion was found for field-dependent subjects. Negative reinforcement showed only a tendency to lead field-dependent subjects toward greater change to a more lenient criterion than field-independent subjects. Change in judgments of grammaticality are reliably associated with the cognitive style of subjects, field dependence or field independence.

Cognitive Style FD/I: An Important Learner Characteristic for Educational Technologists

1993 ◽  
Vol 21 (4) ◽  
pp. 303-311 ◽  
Author(s):  
Chris A. Chinien ◽  
France Boutin
Keyword(s):  
Instructional Design ◽  
Individual Differences ◽  
Cognitive Style ◽  
Design Process ◽  
Learning Gain ◽  
Instructional Design Process ◽  
Field Independent ◽  
Field Dependent ◽  
Dependent Field ◽  
Typical Mode

The cognitive style field-dependent/field-independent (FD/FI) which represents the learners' typical mode of gaining, storing, processing and using information, accounts for considerable variations in achievement among learners. Accommodating this cognitive style construct in the instructional design process may narrow the differental learning gain between FD and FI learners. The purpose of this article is to review the literature on the cognitive style FD/FI and to suggest some implications for educational technologists in their efforts to address individual differences among learners during the instructional design process.

A Review of Individual Differences in Field Dependence as a Factor in Auto Safety

1976 ◽  
Vol 18 (1) ◽  
pp. 53-62 ◽  
Author(s):  
Donald R. Goodenough
Keyword(s):  
Individual Differences ◽  
Field Dependence ◽  
Field Independent ◽  
Defensive Behaviors ◽  
Field Dependent ◽  
Methodological Problems

Several studies suggest that field-dependent drivers may have more accidents than field-independent drivers. However, much more research is needed to specify the nature of the driver behaviors involved. In this report severalhypotheses are considered concerning how field-dependent and field-independent drivers may differ in response to developing emergencies and with respect to defensive behaviors. Methodological problems involved in testing these hypotheses are also discussed.

Field Dependence/Independence and the Identification of Gifted Students

1993 ◽  
Vol 16 (3) ◽  
pp. 299-310 ◽  
Author(s):  
E. Rosa Young ◽  
Jeffrey T. Fouts
Keyword(s):  
Cognitive Style ◽  
Field Dependence ◽  
Gifted Students ◽  
Third Graders ◽  
Ability Test ◽  
Traditional Assessment ◽  
Field Independent ◽  
Three Samples ◽  
Field Dependent ◽  
Assessment Procedures

This study examined the field-dependent/independent cognitive style of three samples of second and third graders: a) those selected for gifted services; b) those nominated for services but not selected; and c) those not nominated for gifted services. In addition, the relationship between field dependence/independence and achievement and ability test scores was also explored. The results of this study indicated that a field-independent (analytical) cognitive style enhanced the prospect of being selected for gifted services, and that bias against field-dependent (global) cognitive style students may exist in certain selection procedures which rely on traditional assessment procedures and measures.

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