The Cognitive Style Index was administered to 89 business undergraduates. Cronbach alpha and test-retest indicate reliabilities of scores for this group. The significant difference between men's and women's scores supports the construct validity of the Cognitive Style Index. Hypotheses regarding differences in scores across seniority in the business program and across areas of study were not supported.
The Group Embedded Figures Test was used as a measure of field independence with 62 Canadian senior undergraduates in business administration. Scores did not correlate significantly with measures of individual students’ performance in business policy courses.
The Group Embedded Figures Test was administered to 96 undergraduate business administration students at a Canadian university. Analysis suggests that the learning effect may not be independent of the order in which the two main parts of the test are completed and any learning effect may be confounded by the non-comparable difficulty of the two main parts.
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