Cognitive Style of Female University Students of Visual Art

1983 ◽  
Vol 56 (2) ◽  
pp. 439-442 ◽  
Author(s):  
Betty D. Copeland
Keyword(s):  
Cognitive Style ◽  
Undergraduate Students ◽  
Visual Art ◽  
Male Students ◽  
Field Independence ◽  
Embedded Figures Test ◽  
Field Independent ◽  
Male Undergraduate ◽  
Urban University ◽  
Measure Field

This study examined the cognitive style of 121 female and 84 male undergraduate students enrolled in 5 art courses (art education, fibers, sculpture, introductory and advanced art history) at an urban university. The Group Embedded Figures Test was administered to these students to measure field-independence or cognitive style. Students showed diversity of cognitive styles. Both female and male students scored in the mid-quartiles. Males over-all were slightly more field independent.

scholarly journals TOWARDS CHARACTERISTICS OF MEMORY-BASED RECONSTRUCTION OF THE REASONING DISCOURSE: A COGNITIVE STYLE PARAMETER

2021 ◽  
Vol 31 (3) ◽  
pp. 468-477
Author(s):  
I.A. Stepanova ◽  
L.G. Vasil’ev
Keyword(s):  
Cognitive Style ◽  
Original Text ◽  
Argumentative Discourse ◽  
Field Independence ◽  
Embedded Figures Test ◽  
Field Independent ◽  
Expert Analysis ◽  
Functional Features ◽  
Linguistic Aspect ◽  
Almost All

The article discusses functional features of the argumentative discourse and resulting characteristics of its post-perceptional reconstruction by respondents belonging to the cognitive style ‘field-dependence/field-independence’. The authors carried out a respondent-style identification experiment, based on the Embedded Figures Test methodology by the AKT-70 technique (U. Ettrich). The experiment classified the respondents into two distinct groups, field-dependent and field-independent. The groups were assigned to read and to listen to a text containing reasoning and, an hour later, to restore the initial reasoning. Then, the authors carried out their own (‘expert’) analysis of the initial text to see how the reasoning was organized and verbalized. Finally, the authors analyzed the characteristics of the resulting argumentative texts composed by the respondents. The article only discusses the results given by the field-independent respondents. The latter use almost all the Claims and Data of the original text, but the manifestation order of the functional elements differs. The respondents of this pole do not add their own arguments, they only use those given in the initial text. This study helps to identify linguo-argumentative profile of field-independent respondents. Also, resulting data extends the existing description of this pole in its linguistic aspect.

Effect of Cognitive Style on Prospective-Retrospective Memory Slips

2017 ◽  
Vol 76 (1) ◽  
pp. 43-46 ◽  
Author(s):  
Philip C. Mefoh ◽  
Valentine C. Ezeh
Keyword(s):  
Linear Regression ◽  
Cognitive Style ◽  
Prospective Memory ◽  
Undergraduate Students ◽  
Retrospective Memory ◽  
Field Independence ◽  
Embedded Figures Test ◽  
Embedded Figures ◽  
The University ◽  
Memory Questionnaire

Abstract. We examined the effect of cognitive style on prospective and retrospective memory slips using the Group Embedded Figures Test (GEFT) and the Prospective and Retrospective Memory Questionnaire (PRMQ). A group of 233 undergraduate students (55% women) of the University of Nigeria, Nsukka, whose mean age was 19.66 years (SD = 3.02), participated in this study. Using bivariate linear regression to analyze the data, we found that cognitive style accounted for 7% of the variation in prospective memory slips and 21% of the variation in retrospective memory slips. The findings demonstrated that cognitive style significantly negatively predicted prospective and retrospective memory slips: As field independence increased, prospective and retrospective memory slips decreased.

Effect of field-dependent versus field-independent cognitive styles on prospective and retrospective memory slips

2016 ◽  
Vol 46 (4) ◽  
pp. 542-552 ◽  
Author(s):  
Philip Chukwuemeka Mefoh ◽  
Valentine Chijioke Ezeh
Keyword(s):  
Cognitive Style ◽  
Undergraduate Students ◽  
Cognitive Styles ◽  
Retrospective Memory ◽  
Embedded Figures Test ◽  
Memory Functioning ◽  
Field Independent ◽  
Field Dependent ◽  
The University ◽  
Memory Questionnaire

This article describes a study with two major objectives: first, to investigate whether prospective memory functioning is dissociated from retrospective memory functioning and, second, to examine whether field-independent cognitive style will differ significantly from field-dependent cognitive style in prospective and retrospective memory functioning. A total of 76 undergraduate students of the University of Nigeria, Nsukka (41 men, 35 women; mean age: 19.66 years; standard deviation = 2.02) completed the Group Embedded Figures Test and the Prospective and Retrospective Memory Questionnaire. Omnibus statistic showed that prospective and retrospective memory was not dissociated ( p < .001) and the field-dependent versus field-independent cognitive styles differed significantly on prospective ( p < .001) and retrospective memory ( p < .001). The results were viewed as tentative; the study maintains that future studies are required to provide converging evidence. Authors concluded with some suggestions for further research.

Psychology of Scientist: XXXIII. Cognitive Style Differences between Science and Non-Science Faculty and Students

1976 ◽  
Vol 43 (3) ◽  
pp. 851-854 ◽  
Author(s):  
Robert J. Sofman ◽  
Robert C. Hajosy ◽  
John E. Vojtisek
Keyword(s):  
Cognitive Style ◽  
Male Students ◽  
Field Independence ◽  
Field Of Study ◽  
Science Faculty ◽  
Student Groups ◽  
Embedded Figures Test ◽  
Significant Difference ◽  
High Degree ◽  
The Relationship

Jackson's shortened form of Witkin's Embedded Figures Test was individually administered to 24 undergraduate male students and 24 male university faculty to assess their level of field dependence. One half of the faculty and student groups specialized in science, while the remaining half were non-science oriented. It was hypothesized that both students and faculty specializing in the sciences would exhibit greater field independence than the non-science groups. It was further hypothesized that this difference would be more pronounced between science and non-science faculty groups than between similar student groups. A 2 × 2 analysis of variance gave a significant main effect for field of study, with science-oriented individuals exhibiting a high degree of field independence. However, individual comparisons indicated a significant difference between science and non-science groups occurred only with the faculty. The results were discussed in terms of the relationship between cognitive style, field of study, and the possibility of selective screening during academic training.

scholarly journals Prevalence of depression among undergraduate students: gender and age differences

2014 ◽  
Vol 7 (2) ◽  
pp. 38-50 ◽  
Author(s):  
Leila Ghaedi ◽  
Azlina Binti Mohd Kosnin
Keyword(s):  
Physical Activity ◽  
Undergraduate Students ◽  
Depressive Disorders ◽  
Female Athletes ◽  
Male Students ◽  
Female Undergraduate ◽  
Male And Female ◽  
Male Undergraduate ◽  
Increased Risk ◽  
Prevalence Of Depression

Depressive disorders are the most typical disease affecting many different factors of humanity. University students may be at increased risk of depression owing to the pressure and stress they encounter. Therefore, the purpose of this study is comparing the level of depression among male and female athletes and non-athletes undergraduate student of private university in Esfahan, Iran. The participants in this research are composed of 400 male and female athletes as well as no-athletes Iranian undergraduate students. The Beck depression test (BDI) was employed to measure the degree of depression. T-test was used to evaluate the distinction between athletes and non-athletes at P≤0.05. The ANOVA was conducted to examine whether there was a relationship between level of depression among non-athletes and athletes. The result showed that the prevalence rate of depression among non-athlete male undergraduate students is significantly higher than that of athlete male students. The results also presented that level of depression among female students is much more frequent compared to males. This can be due to the fatigue and lack of energy that are more frequent among female in comparison to the male students. Physical activity was negatively related to the level of depression by severity among male and female undergraduate students. However, there is no distinct relationship between physical activity and level of depression according to the age of athlete and non-athlete male and female undergraduate students. This study has essential implications for clinical psychology due to the relationship between physical activity and prevalence of depression.

Field-Dependence/Field-Independence and Labeling of Facial Affect

1979 ◽  
Vol 48 (2) ◽  
pp. 489-490 ◽  
Author(s):  
Dominick Pellegreno ◽  
Fred Stickle
Keyword(s):  
High School ◽  
High School Students ◽  
Facial Affect ◽  
Field Independence ◽  
School Students ◽  
Pearson Product Moment Correlation ◽  
Embedded Figures Test ◽  
Field Independent ◽  
Field Dependent ◽  
Embedded Figures

56 high school students were administered the Group Embedded Figures Test and the Pictures of Facial Affect. A low Pearson product-moment correlation of .02 was obtained between the measures. Data indicated that field-dependent and field-independent individuals were not significantly different in their skills of labeling pictures of facial affect.

Field Dependence and Accuracy of Comparison of Time Intervals

1967 ◽  
Vol 24 (2) ◽  
pp. 467-472 ◽  
Author(s):  
P. Du Preez
Keyword(s):  
Field Dependence ◽  
Sensory Modality ◽  
Visual Signals ◽  
Time Judgment ◽  
Male Students ◽  
Time Interval ◽  
Field Independence ◽  
Time Intervals ◽  
Embedded Figures Test ◽  
Rod And Frame Test

The relations between (a) field dependence and accuracy of time judgment, (b) extraversion and reproduction of time, (c) neuroticism and accuracy of time judgment, and (d) auditory and visual comparisons of time intervals were studied, using 50 male students as Ss. Field dependence was assessed by the Rod and Frame Test (RFT) and the Thurstone (1944) version of the Gottschaldt Embedded Figures Test (EFT). Extraversion and neuroticism were assessed by means of the MPI. In making time judgments, S had to adjust the second of two signals so as to equal the time interval of the first. The signals varied in sensory modality (auditory and visual signals were compared) and in complexity (symphonic music, a projected picture, and a pure tone and light were used). Accuracy in time judgment did not correlate with field independence, extraversion was positively, though weakly related to time judgment; neuroticism did not relate to accuracy of time judgment, and no differences were found when auditory and visual time intervals were compared.

Note on Parental Similarity, Acceptance of Authority, and Field Independence

1977 ◽  
Vol 45 (3) ◽  
pp. 811-814
Author(s):  
Cecilia L. Ridgeway
Keyword(s):  
High Field ◽  
Semantic Differential ◽  
Male Students ◽  
Perceived Similarity ◽  
Same Sex ◽  
Field Independence ◽  
Personality Variables ◽  
Embedded Figures Test ◽  
Embedded Figures ◽  
Opposite Sex

Bieri (1960) suggested that, particularly for males, the combined unconventionality of low acceptance of authority and greater perceived similarity to the opposite sexed parent would be associated with high field independence. This study challenged that argument suggesting that a mixture of conventional and unconventional personality variables, i.e., low acceptance of authority, same sex parental similarity or high acceptance of authority, opposite sex similarity, would be associated with higher field independence than consistently conventional or unconventional combinations of variables. 66 female and 57 male students completed an embedded-figures test, an acceptance of authority scale, and a semantic differential measure of perceived similarity to parents. The hypothesis was confirmed for males but not females. There were strong differences between these results and those obtained by Bieri with comparable measures.

Can College Academic Performance Be Predicted Using a Measure of Cognitive Style?

1996 ◽  
Vol 24 (4) ◽  
pp. 375-379 ◽  
Author(s):  
Ray Griffin ◽  
Godfrey Franklin
Keyword(s):  
Factor Analysis ◽  
Cognitive Style ◽  
Test Performance ◽  
Embedded Figures Test ◽  
Field Independent ◽  
Test Number ◽  
Field Dependent ◽  
Two Factors ◽  
Academic Potential ◽  
Correct Criterion

One hundred and forty-three subjects were identified as Field Independent or Field Dependent based on their performance on the Group Embedded Figures Test, a measure of cognitive style. Results indicated that Field Independent students performed significantly better on course tests and had higher academic potential as measured by the ACT, than Field Dependent students. A regression analysis was conducted to determine which measures would contribute variance to a course test (number correct) criterion. Although both the GEFT and the ACT were significantly related to course test performance, only the ACT contributed significant variance to the regression, F(1,141) = 12.99, r=.29, p <.01. A Principal Components Factor Analysis applied to the GEFT, ACT, and course test data identified two factors. The course tests were associated with factor 1 while the GEFT and ACT were more closely associated with factor 2. The regression and factor analysis results suggest that the ACT and GEFT tests are measuring similar or related constructs for this sample of subjects.

Cognitive Styles in the Deaf

1967 ◽  
Vol 24 (1) ◽  
pp. 319-329 ◽  
Author(s):  
Martin Fiebert
Keyword(s):  
Cognitive Style ◽  
Developmental Differences ◽  
Cognitive Testing ◽  
Stanford Achievement Test ◽  
Embedded Figures Test ◽  
Clear Cut ◽  
Field Independent ◽  
Communication Ability ◽  
The Relationship ◽  
Rod And Frame Test

To evaluate sex and developmental differences in the cognitive style functioning of the deaf and test an hypothesis derived from Witkin's differentiation theory (concerning the relationship between cognitive style and communication ability) 90 Ss at three age levels were rested. Each S was given three cognitive style tests, the Rod and Frame Test (RFT), the Children's Embedded Figures Test (CEFT), and the Poppelreuter Test (P-T). The Paragraph Meaning scores of the Stanford Achievement Test were used to assess one aspect of communication ability, reading. Special procedures were utilized in the cognitive testing of Ss and in particular, a method for the administration of the RFT to deaf individuals was developed. The results revealed consistent and clear-cut sex differences in cognitive style, such that boys were significantly more field independent than girls. Expected developmental differences in the direction of increasing field independency with age were evident in the performance of boys but were absent in the scores of girls. The relationships between cognitive style and communication measures indicate a partial confirmation of the differentiation hypothesis tested.

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