Evaluation of Group and Individual Forms of Embedded-Figures Measures of Field-Independence 1

Jackson, Douglas N.; Messick, Samuel; Myers, Charles T.

doi:10.1177/001316446402400201

Cited by 107 publications

(39 citation statements)

References 13 publications

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“…Although Witkin's original work employed more than one criterion measure of field independence subsequent enquiries have shown that these tests often have only low correlations (Vernon, 1972). Nevertheless, the group version of EFT has been extensively used as the primary index of field independence (Jackson et al, 1964) and is advocated by Witkin for this purpose (Witkin et al, 1971).…”

Section: Measurement Of Cognitive Stylementioning

confidence: 99%

Cognitive Style and Advance Organizers in Learning and Retention

Satterly

Telfer

1979

Brit J of Edu Psychol

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Summary.— The interaction of field independence and advance organizer in learning and retention was studied in 96 boys and 84 girls aged 14–15 years. Field independence was stratified into three levels and pupils randomly assigned to twelve teaching groups, followed by random allocation of teachers to groups and groups to one of three treatments (lessons; lessons plus advance organizer; lessons plus advance organizer plus specific reference to its organizing properties). Two lessons on meaning, analysis, and construction of words were taught and the groups compared in recall and transfer. Four‐way analysis of variance gave significant differences between cognitive styles in recall and transfer and between learning and retention. Residual estimates of learning were obtained and a significant interaction of style with treatment observed. Field dependent pupils achieved greatest gains where the organizer was used with specific reference to its organizing properties.

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Section: Measurement Of Cognitive Stylementioning

confidence: 99%

Cognitive Style and Advance Organizers in Learning and Retention

Satterly

Telfer

1979

Brit J of Edu Psychol

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“…Výsledky ukázali, že nie sú nutné oddelené normy pre mužov a ženy, medzi pohlaviami nebol signifikantný rozdiel. Autori teda navrhujú spojenie noriem pre oba pohlavia (Jackson, Messick & Myers, 1964;Cummings & Murray, 1987).…”

Section: Normy a Psychometrické Vlastnosti Geftunclassified

(Ne)závislosť na poli: kognitívny štýl či schopnosť?

Krajčíková

2017

TESTFÓRUM

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“…Fifty-eight volunteer undergraduates from several general psychology classes were given a modified version of the group 0090-5054/80/090221-04$00.65/0 Hidden Figures Test (HFT) (Educational Testing Service, 1962;Jackson, Messick, & Myers, 1964). The subjects had 10 min in which to find 16 simple f"lgures embedded in 16 complex patterns.…”

Section: Memodmentioning

confidence: 99%

Preferences for figural complexity as a function of cognitive style

Frost

Lindauer

1980

Bull. Psychon. Soc.

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Twelve pairs of nonsense visual stimuli of different degrees of complexity were presented to 42 undergraduate subjects equally divided by sex into field independents and field dependents. Dependents preferred the simple stimuli more than independents did, and the reverse was true for complex stimuli. These findings conformed to expectations about the different ways in which field independents and dependents process information. In general terms, field independents are challenged. whereas dependents are overwhelmed by complex stimuli; on the other hand, independents are bored by simple stimuli, whereas dependents are able to go beyond their literal properties. The results were discussed in terms of the link between cognitive science and cognitive style. that is. as an emphasis on both stimulus processing and perceiver differences in processing. respectively.

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Evaluation of Group and Individual Forms of Embedded-Figures Measures of Field-Independence 1

Cited by 107 publications

References 13 publications

Cognitive Style and Advance Organizers in Learning and Retention

Cognitive Style and Advance Organizers in Learning and Retention

(Ne)závislosť na poli: kognitívny štýl či schopnosť?

Preferences for figural complexity as a function of cognitive style

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