On the relation between spatial ability and field dependence

MacLeod, Colin M.; Jackson, Ross A.; Palmer, John

doi:10.1016/0160-2896(86)90011-5

Cited by 56 publications

(32 citation statements)

References 18 publications

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“…Several studies have identified a relationship (Goodenough and Karp 1961) between FDI and psychometric intelligence (McKenna 1984;MacLeod et al 1986). For example, one study found correlations of r = 0.41 for girls and r = .49 for boys between field independence and intelligence as measured with Cattell's Culture Fair Intelligence Test (Tinajero and Paramo 1997).…”

Section: Cognitive Style or Cognitive Ability?mentioning

confidence: 97%

“…Relative to this need for specification, Sternberg (1997) concluded, ''field independence is tantamount to spatial ability'' based on the work of MacLeod et al (1986) who analyzed two widely used measures of spatial ability with scores of FDI. Using a method to estimate inter-trait correlation these researchers found FDI and spatial ability to be indistinguishable.…”

Section: Visuospatial and Executive Functioning In Working Memorymentioning

confidence: 98%

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Field dependence–independence as visuospatial and executive functioning in working memory: implications for instructional systems design and research

Rittschof

2008

Education Tech Research Dev

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Field dependence-independence (FDI) has long been conceptualized and discussed as a cognitive style relevant to numerous educational approaches and outcomes. However, the FDI construct is most often measured as a cognitive ability, as opposed to a style, using instruments such as the Group-Embedded Figures test (GEFT) or the Hidden Figures Test (HFT). Specifically, FDI is typically measured as visuospatial ability and executive functioning in working memory. While measurement and use of FDI within psychological and educational research has often resulted in misleading or inconsistent discussion about cognitive styles, this review examines how the long history of FDI research continues to be relevant to contemporary instructional contexts. A broader recognition of FDI as ability is suggested in order to (a) better distinguish ability measurements from those of styles, (b) encourage a reinterpretation and awareness of theoretical connections among past studies that use instruments such as GEFT or HFT, and (c) highlight suggestions for future research and application, particularly with contemporary interactive multimedia learning tools.

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Section: Cognitive Style or Cognitive Ability?mentioning

confidence: 97%

Section: Visuospatial and Executive Functioning In Working Memorymentioning

confidence: 98%

Field dependence–independence as visuospatial and executive functioning in working memory: implications for instructional systems design and research

Rittschof

2008

Education Tech Research Dev

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“…The field-dependence/independence (FDI) construct is probably the most extensively researched style construct, although it is often criticized for not being a style construct, but rather, a perceptual ability (e.g., Dubois and Cohen, 1970;Hyde et al, 1975;Jones, 1997b;MacLeod et al, 1986;Richardson and Turner, 2000;Satterly, 1976;Spotts and Mackler, 1967;Stuart, 1967;Weisz et al, 1975). The FDI construct has been examined in various contexts.…”

Section: Field-dependence/independence and The Group Embedded Figuresmentioning

confidence: 99%

A Threefold Model of Intellectual Styles

2005

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The field of styles presents three major controversial issues: styles as valueladen versus value-free, styles as traits versus states, and styles as different constructs versus similar constructs with different labels. We address these issues by proposing an integrative model of styles-the Threefold Model of Intellectual Styles-which divides all styles into three basic kinds. The foundation of this model is Sternberg and Zhang's body of empirical investigations into the thinking styles proposed in the theory of mental self-government. The model also draws upon others' previous empirical findings in the literature.The model argues that most styles are value-laden rather than value-free; that they have both trait-like and state-like aspects, but for the most part are modifiable and hence more state-like; and that they overlap highly across theories.

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“…Faktorová analýza zároveň nepotvrdila, že nezávislosť na poli a priestorová kognitívna schopnosť by boli dva oddelené konštrukty. Autori teda na záver vyjadrujú myšlienku, že nezávislosť na poli je v skutočnosti totožná s priestorovou kognitívnou schopnosťou (MacLeod et al, 1986).…”

Section: Kritika Závislosti a Nezávislosti Na Poli Ako Kognitívneho šunclassified

“…Test sám o sebe je kontroverzný, no jeho úplné zavrhnutie je predčasné. Ako hovorí MacLeod et al, (1986) …”

Section: Záverunclassified

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

Krajčíková

2017

TESTFÓRUM

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On the relation between spatial ability and field dependence

Cited by 56 publications

References 18 publications

Field dependence–independence as visuospatial and executive functioning in working memory: implications for instructional systems design and research

Field dependence–independence as visuospatial and executive functioning in working memory: implications for instructional systems design and research

A Threefold Model of Intellectual Styles

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

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