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Results for “Field Dependence-Independence”

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PubMed1979

Effect of practice and training in spatial skills on embedded figures scores of males and females.

The effect of practice and training in spatial skills on scores obtained by male and female students on the Embedded Figures Test was examined. Forms A and B were administered 6 wk. apart to three groups of subjects (ns = 28, 27, 27) enrolled in drafting, mathematics, and liberal arts courses. During the pretest-posttest period the drafting students received training while the other two groups served as controls. Analysis indicated (1) no initial sex difference in test scores; (2) liberal arts students differed significantly from drafting and mathematics students, but there was no significant difference between the last two groups; (3) all groups improved with practice; (4) women receiving training improved more than women who did not; (5) there was a trend toward women receiving spatial training scoring more poorly than males receiving training on the pretest, but there was no significant difference on the posttest. These results suggest that sex differences in embedded-figures scores found by many previous experimenters may have been associated with differences in prior experience in spatial skills and by a confounding of sex with area of academic study.

Adolescent↗
PubMed1979

Cognitive predictors of articulation in writing.

Among 106 college students scores on a spontaneous 20-min. essay were regressed on referents of verbal and visual spatial ability. 26% of the variability in writing articulation among males was accounted for by the regression of graded writing scores against logical relations and embedded figures tests. 82% of the variability in writing ability among (females was accounted for by the regression of graded writing scores on visual closure, reading comprehension, spatial visualization, and embedded figures tests. The use of verbal and visual sptial referents as predictors of the degree of articulation in spontaneous writing samples consistent with sex-specific models of.cerebral lateralization was described.

Adult↗
PubMed1979

Sex differences in feedback: effects on Rod-and-Frame performance.

It has been demonstrated that feedback is effective in changing rod-and-frame performance for women if given the opportunity to adjust the rod to the vertical repeatedly from the same starting position. It is also shown that the significant difference between males and females in the Rod-and-frame Test is carried by the large difference in the initial tilting position.

Feedback↗
PubMed1979

Effects of type of information (abstract-concrete) and field dependence on asymmetry of hand movements during speech.

Asymmetry of object-focused (gestural) and body-focused (self-touching) movements was investigated in a sample of 14 field dependent and 14 field-independent right-handed male college students. The data were obtained from standardized, videotaped interviews which consisted of an abstract and a concrete communicative task. Significant right-hand asymmetry was found for gestures which depict or represent (motor primary movements,p less than .01) but not for nonrepresentational speech primacy movements. In general, field-independents had greater right-hand asymmetry than field-dependents for object-focused movements, whereas field-dependents showed more left-hand asymmetry of self-touching. Results are discussed in terms of a possible relationship between extent of movements asymmetry and the use of visual imagery in verbal encoding.

Adolescent↗
PubMed1979

Field independence, lateralization and defensive style.

This study investigated the relationship between field independence and defense clustering as measured by the Defense Mechanisms Inventory and lateral eye movements. Subjects had previously been classified either as hysterical or obsessive style by the Rorschach and WAIS Comprehension subtest. Previous findings indicate that these subjects have a preferred direction of lateral eye movement in a questioning format (hysterical style = left; obsessive style = right). This study found no relationship between field independence and defense clustering and lateral eye movements. To the extent that eye gaze indexes hemispheric activation, we conclude that neither field independence nor defense clustering was related to hemispheric lateralization.

Adult↗
PubMed1979

Field dependence and short-term memory.

This study examined the relationship between field dependence and short-term memory. It was predicted that relatively field-independent individuals would perform better on short-term memory tests in which a large amount of interference is assumed to be present than would individuals who are more field-dependent. Subjects' appraisals of their own attentional facility, as well as their thoughts and feelings about the experimental tasks, were also elicited, and were looked at in terms of their relationship to field dependence and short-term memory.

Adolescent↗
PubMed1979

Relationship between sex, age, education and field-dependence: a cross-cultural comparison.

Past examination of the relationship between field-independence and age has indicated a developmental trend of increased field-independence up to 17 yr., with a movement toward greater field-dependence after this point. However, discrepancies between longitudinal and cross-sectional findings suggest that this relationship may be confounded by socioeconomic variables. The present study examined the age/field-dependence relationship in a sample of Northern Italians controlling for educational background. Results for females indicated statistical control of educational variables modified the age/field-dependence relationship, but did not for the male sample.

Adult↗
PubMed1979

Hemispheric superiorities on a unilateral tactile test: relationship to cognitive dimensions.

Subjects, 30 male and 30 female, were administered a unilateral tactile test, which requires the subject to judge line orientations. More field-independent individuals in the sample perceived line orientation significantly more accurately with their left hand than with their right hand, while more field-dependent individuals showed no significant lateral difference. However, a similar pattern was observed when a verbal comprehension measure was used as a criterion. The results are discussed as they relate to the hypothesis of a link between psychological differentiation and cerebral specialization.

Dominance, Cerebral↗
PubMed1979

Relationships among spatial skills, communication skills, and field independence in deaf students.

The hypotheses that deaf students would be more field-dependent than hearing students and that their competence in communication skills would be positively related to field-independence were supported for a group of 77 male and 67 female deaf students. Step-wise multiple regression analyses of the data showed that for females spatial skills followed by communication skills were significant predictors of field-independence; for males spatial skills followed by the extent of hearing loss were significant predictors of field-independence. Sex differences found on tests of field-independence and spatial relations were consistent with those obtained from the hearing population. It was suggested that socialization experiences and competence in communication skills may influence development of field-independence in deaf students.

Adult↗
PubMed1976

The influence of some parental characteristics on children's primary abilities and field independence: a study of adopted children.

The Children's Embedded Figures Test and measures of V, P, N and S abilities were administered to 5-7-year-old Belgian children (33 boys and 36 girls) adopted early in life. These child variables were correlated with the main factorial dimensions of the adoptive parents' answers on the Parental Attitude Research Instrument and on Buehler's Life Goals Inventory and with the adoptive mother's child-rearing practices, determined through an interview. The PARI dimensions were unrelated to children's test performances. Reinforcement of competition and independence, an interview variable, was significantly related to several ability measures and to the CEFT, especially in girls. The significant correlations of some LGI dimensions with boys' and/or girls' primary abilities were interpreted by referring to the influence on the development of children's abilities of a future-oriented attitude toward learning and memory and of a warm parent-child interaction.

Adoption↗
PubMed1976

The effect of background shape on the ability of children to copy geometric forms.

Children can normally be expected to copy a circle at 3, a square at 4, and a triangle at 5 years of age on standard 81/2 x 11-inch paper. This study hypothesized that the shape of the background paper influences these norms. 53 nursery children copied each of these geometric forms on various-shaped background paper. The results indicated that copying a triangle on triangular paper was just as easy for these children as copying a square on a square piece of paper.

Age Factors↗