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.

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.

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.

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.

scholarly journals Field Dependence-Independence in Second-Language Acquisition: Some Forgotten Aspects

1998 ◽  
Vol 1 ◽  
pp. 32-38 ◽  
Author(s):  
Carolina Tinajero ◽  
Fernanda Páramo
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Cognitive Style ◽  
Field Dependence ◽  
Embedded Figures Test ◽  
Cognitive Components ◽  
Field Independent ◽  
Field Dependent ◽  
Z Scores

This study examined the role of sex and intelligence in the relationship between field dependence-independence and second language acquisition for a sample of 383 students (187 girls and 196 boys) aged between 13 and 16. The Portable Rod and Frame Test (PRFT) and the Embedded Figures Test (EFT) were used to evaluate cognitive style. A two-way covariance analysis, with intelligence as the covariate, was employed to investigate differences in second language achievement between students classified as either field-dependent or field-independent. A cluster analysis using z scores was examined to study the performance of subjects classified as either field-dependent or field-independent according to scores obtained on the EFT and the PRFT (“coincident” subjects) and those classified as field-dependent in one test and field-independent in the other (“non-coincident” subjects). No statistically significant differences between the two groups were obtained when cognitive style was defined by scores on the PRFT. When field dependence-independence was measured by scores on the EFT, field-independent girls performed better than field-dependent girls (p < .005), but this outcome was not observed for boys. These results suggest a differential contribution of the “perceptive” and “cognitive” components of field dependence-independence and a modulating role by sex.

Use of the Group Embedded Figures Test with Children

1983 ◽  
Vol 57 (1) ◽  
pp. 199-203 ◽  
Author(s):  
Bruce Thompson ◽  
Murray M. Pitts ◽  
Joan P. Gipe
Keyword(s):  
Cognitive Style ◽  
Field Dependence ◽  
Age Groups ◽  
Sixth Graders ◽  
Field Independence ◽  
Embedded Figures Test ◽  
Embedded Figures ◽  
Group Embedded Figures Test

Extensive previous research suggests that the cognitive style of field-independence/field-dependence has important implications for teaching and guidance. However, studies of the validity of group-administered measures which can be used with younger children are limited. The present study assessed the feasibility of using a widely recognized style measure, the Group Embedded Figures Test, with 45 fourth-, 42 fifth-, and 42 sixth-graders. The results were generally favorable with respect to the test's applicability to these age groups.

scholarly journals KARAKTERISTIK BERPIKIR KREATIF SISWA KELAS VII SMP N 1 KRAGAN DALAM MEMECAHKAN DAN MENGAJUKAN MASALAH MATEMATIKA MATERI PERBANDINGAN DITINJAU DARI GAYA KOGNITIF

2014 ◽  
Vol 4 (2) ◽  
Author(s):  
Dian Fitri Argarini ◽  
Budiyono Budiyono ◽  
Imam Sujadi
Keyword(s):  
Cognitive Style ◽  
Creative Thinking ◽  
Sampling Technique ◽  
The Other ◽  
Incubation Stage ◽  
Embedded Figures Test ◽  
Field Independent ◽  
Field Dependent ◽  
Preparation Stage ◽  
Thinking Process

<p><strong>Abstract:</strong> The research objectives were to determine and to describe creative thinking characteristic of 7<sup>th</sup> grade students of SMP N 1 Kragan in solving and proposing problem at comparative case seen from the cognitive style. This research belonged to descriptive research by qualitative-explorative approach. The sample was taken by purposive sampling technique. The subjects being used in this research were 4, those were 2 students with field dependent cognitive style and 2 students with field independent cognitive style. The subject grouping based on cognitive style was taken by group embedded figures test. There were two instruments that were used to collect the data of this research. The first instrument was solving and proposing problem test instrument. The second was interview guidance. They were validated by using the time triangulation test and the reference fulfillment. The data were analyzed using a Miles and Huberman’s concept, that was data reduction, presentation, and conclusion.. The results of this research show as follows, (1) Creative thinking characteristics of students who had field dependent cognitive style in solving and proposing problem were as follows. The fluency aspect was shown by the students through 4 stages of creative thinking process, both in solving and proposing the problem. The four stages were preparation stage, incubation stage, illumination stage, and verification stage. The flexibility aspect in solving problems appeared when the students gave the other alternative answer, whereas this aspect was not fulfilled in proposing the problems.  The originality aspect was not fulfilled in solving and proposing problems. (2) Creative thinking characteristics of students who had field independent cognitive style in solving and proposing problem were as follows. The fluency aspect was shown by the students through 4 stages of creative thinking process, both in solving and proposing the problem. The four stages were preparation stage, incubation stage, illumination stage, and verification stage. The flexibility aspect in solving problems was shown when the students gave the other alternative answer, while in proposing the problem this aspect was not completed because students were able to make only one question. The originality aspect in solving the problem could be seen when the students gave a new way solution and this  was different from the previous one. Meanwhile in proposing the problems, aspet of originality was not fulfilled.</p><p><strong>Keywords</strong>:   creative thinking characteristics, solving  problems, proposing problems, cognitive style</p>

scholarly journals Is Field Dependence or Independence a Predictor of EFL Reading Performance?

2007 ◽  
Vol 24 (2) ◽  
pp. 82 ◽  
Author(s):  
Mohammad Ali Salmani-Nodoushan
Keyword(s):  
Cognitive Style ◽  
Field Dependence ◽  
Test Performance ◽  
Study Data ◽  
Sentence Completion ◽  
Continuous Variables ◽  
Embedded Figures Test ◽  
Matching Process ◽  
Field Independent ◽  
Significant Difference

In this study it was hypothesized that field dependence or independence would introduce systematic variance into Iranian EFL learners' overall and task-specific performance on task-based reading comprehension tests. One thousand, seven hundred, forty-three freshman, sophomore, junior, and senior students, all majoring in English at various Iranian universities and colleges, took the Group Embedded Figures Test (GEFT). The resulting 582 field-independent (FI) and 707 field-dependent (FD) students then took the 1990 version of the IELTS. Using SPSS commands for collapsing continuous variables into groups and participants’ IELTS scores (based on the 25th, 50th, and 75th percentiles), four proficiency groups were identified for each cognitive style. From each proficiency group, 36 FD and 36 FI individuals were selected through a matching process. The resulting sample of 288 participants took the Task-Based Reading Test (TBRT) designed for the study. Data analysis revealed that individuals’ cognitive styles resulted in a significant difference in their overall test performance in the proficient, semiproficient, and fairly proficient groups, but not in the low-proficient group. The findings also indicated that cognitive style resulted in a significant difference in participants' performance on true-false, sentence completion, outlining, scanning, and elicitation tasks in all proficiency groups.

Field-Dependence and Stability of Self-View

1976 ◽  
Vol 43 (2) ◽  
pp. 563-566 ◽  
Author(s):  
Willem Claeys ◽  
Paul Deboeck ◽  
Nicole Viaene
Keyword(s):  
Field Dependence ◽  
Self Report ◽  
Personality Factor ◽  
Field Independence ◽  
Emotional Instability ◽  
Embedded Figures Test ◽  
Field Independent ◽  
Field Dependent ◽  
Embedded Figures ◽  
Second Year

Contrary to Witkin's opinion, field-dependent individuals are expected to show higher stability of self-view than field-independent individuals. 73 Belgian second-year university students were submitted to the Group Embedded Figures Test. The Five Personality Factor Test measuring extraversion, friendliness, emotional instability, conscientiousness and general culture, was administered to each student for self-description (self-report) and to both parents for description of the student (mother's report and father's report). The decrease of correlation between self-report and parent's report as a function of the degree of student's field-independence supports the authors' hypothesis. Results are interpreted in terms of closer attention of field-independent individuals to relevant cues.

Cognitive Styles in Children and Performance on Piagetian Conservation Tasks

1972 ◽  
Vol 35 (3) ◽  
pp. 747-756 ◽  
Author(s):  
J. Roland Fleck
Keyword(s):  
Second Grade ◽  
Verbal Mediation ◽  
Field Independence ◽  
Nonreversal Shift ◽  
Embedded Figures Test ◽  
Field Independent ◽  
Main Effect ◽  
And Performance ◽  
Relationship Of ◽  
The Relationship

An investigation of the relationship of field-independence-dependence and verbal mediation-nonmediation to Piagetian conservation behavior in 88 kindergarten, first, and second grade boys. It was hypothesized that the field-independent and the verbally mediating boys will have grasped the principle of conservation to a significantly greater degree than field-dependent and nonmediating boys. The Children's Embedded-figures Test and a reversal-nonreversal shift task were administered in order to categorize the boys on the two main effect dimensions of field independence-dependence and verbal mediation-nonmediation. The Concept Assessment Kit-Conservation was administered to measure the ability of each boy to conserve. The procedure resulted in a three-way irregular analysis of variance design. The main effect of field independence was significant as hypothesized ( p < .05). Grade was also significant ( p < .01), but neither the verbal mediation main effect nor any of the interactions was.

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