A Note on the Taxonomy of Witkin's Field‐independence Measures

Mayo, P. R.; Bell, Janet

doi:10.1111/j.2044-8295.1972.tb02108.x

Cited by 19 publications

(6 citation statements)

References 2 publications

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“…= 46, for final college majors; and 15.0, N = 8, for graduate school majors). This observation is consistent with the results of studies reported in the literature since our work began (e.g., Chung, 1966;Holtzman, Swartz, & Thorpe, 1971;Mayo & Bell, 1972), and seems reasonable in view of the cognitive skills likely to contribute to effective performance in the art/music domains.…”

Section: Cognitive Styles In Academic Evolution: a Longitudinal Study 17supporting

confidence: 93%

The Role of the Field‐dependent and Field‐independent Cognitive Styles in Academic Evolution: A Longitudinal Study

Witkin

Moore

Oltman

et al. 1976

ETS Research Bulletin Series

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To assess hypotheses derived from field‐dependence theory about the role of cognitive style in students' academic choices, stability of choices, and achievement, a large group of students was followed longitudinally from college entry, through college graduation and into graduate/professional school. As predicted, in their preliminary preferences at college entry, final college majors and graduate/professional school specialties, relatively field‐independent students favored impersonal domains which require cognitive restructuring skills (e.g., mathematics and the natural sciences) and relatively field‐dependent students favored interpersonal domains which do not emphasize such skills (e.g., elementary and early childhood education). Cognitive style related more strongly to final college majors and graduate/professional school specialties than to preliminary preferences at college entry. This outcome was in part a result of the tendencies of students whose preliminary choices were incongruent with their cognitive styles to shift to more compatible domains and of students with initially congruent choices to remain with those choices. In most analyses cognitive style contributed to prediction of academic choices and stability of choices beyond the contribution made by scholastic aptitude measures. Some tendency was found for students to do better in domains compatible with their cognitive styles, though field‐dependence‐independence was unrelated to such general achievement indicators as high school and college grade‐point averages.

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Section: Cognitive Styles In Academic Evolution: a Longitudinal Study 17supporting

confidence: 93%

The Role of the Field‐dependent and Field‐independent Cognitive Styles in Academic Evolution: A Longitudinal Study

Witkin

Moore

Oltman

et al. 1976

ETS Research Bulletin Series

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“…Two studies of university students, one using the EmbeddedFigures Test (Derussy & Futch, 1971), and the other using GEFT (Lusk & Wright, 1981a), found men more field independent than women. In exploring gender differences within programs, no statistically significant differences in FDI were found within three curriculum groups: science and engineering, liberal arts, and business administration (Lusk & Wright, 1981a); within an education program (Mayo & Bell, 1972); within a physical education program (Petrakis, 1981); or within a graduate design and architecture program and an arts program (Windsor, 1983). In terms of GEFT scores and business students, men have not been shown to be significantly different from women (DeSanctis & Dunikoski, 1983;Kelleher, McRae, & Young, 1989;McRae & Young, 1988).…”

mentioning

confidence: 78%

“…For example, Mayo and Bell (1972) found art specialists more field independent than non-art specialists. Quinlan and Blatt (1972) found student nurses who performed well in psychiatric nursing (which emphasizes interpersonal relations) to be more field dependent than student nurses who performed well in surgical nursing (which emphasizes cognitive skills).…”

mentioning

confidence: 96%

The Group Embedded Figures Test: Undergraduate Business Concentration and Analytical Skills

Murphy

Doucette

Kelleher

et al. 1997

Journal of Education for Business

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“…This finding is contrary to the findings of Witkins (1950Witkins ( , 1954Witkins ( , 1971, Kreiger (1962) and others who have observed a significant sex difference. Mayo and Bell (1972) reported no significant sex differences between male and female art students. They were also surprised at their results because their findings were unlike those of previous studies.…”

Section: Field Dependencementioning

confidence: 88%

Relationship between Figure-Ground Perception and Viewing Time in a Ball-Catching Task

Petrakis

1981

Percept Mot Skills

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This investigation determined the relationship between figure-ground perception and viewing time in a ball-catching task of 34 beginning, 34 intermediate, and 30 advanced tennis players. Also analyzed were the differences between the sexes and levels of tennis skill on figure-ground perception, on the ball-catching task, and viewing time. Findings indicated that there is no relationship between figure-ground perception and viewing time. No differences were noted between the sexes or levels of tennis skill on figure-ground perception; however, there were significant differences in success in ball-catching and viewing times.

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A Note on the Taxonomy of Witkin's Field‐independence Measures

Cited by 19 publications

References 2 publications

The Role of the Field‐dependent and Field‐independent Cognitive Styles in Academic Evolution: A Longitudinal Study

The Role of the Field‐dependent and Field‐independent Cognitive Styles in Academic Evolution: A Longitudinal Study

The Group Embedded Figures Test: Undergraduate Business Concentration and Analytical Skills

Relationship between Figure-Ground Perception and Viewing Time in a Ball-Catching Task

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