Relevant bibliographies by topics / Field-dependent and field-independent

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers

Academic literature on the topic 'Field-dependent and field-independent'

Author: Grafiati
Published: 4 June 2021
Last updated: 2 February 2022

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Journal articles on the topic "Field-dependent and field-independent"

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Rozestraten, Reinier J. A., and Annieck Pottier. "Educational levels and field-dependent/field-independent perceptual style." Bulletin of the Psychonomic Society 26, no. 3 (September 1988): 212–13. http://dx.doi.org/10.3758/bf03337290.

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Ghufron, M. Nur, and Rini Risnawita Suminta. "EPISTEMIC BELIEFS ON FIELD-DEPENDENT AND FIELD-INDEPENDENT LEARNING STYLE." Jurnal Cakrawala Pendidikan 39, no. 3 (October 14, 2020): 532–44. http://dx.doi.org/10.21831/cp.v39i3.23800.

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Research in contemporary education over the past few decades has led to considering the influence of non-cognitive factors such as learning styles in various learning behaviors. This study aims to examine the influence of the epistemic beliefs that consist of belief in knowledge and belief in learning on field-dependent and field-independent learning styles. The sample consisted of 129 students at the Early Childhood Islamic Education Study Program, Department of Islamic Education, Kudus State Islamic Institute through the simple random sampling technique. The data collection technique was through the use of questionnaires. There are three scales employed in this study, namely epistemological trust scale, dependent learning style and independent learning style. Data were analyzed by using Structural Equation Modeling. The results show that the belief in learning has a significant and positive effect on the field-dependent and field-independent learning style. Meanwhile, the belief in learning has only a significant and negative effect on the field-independent learning style and has no significant effect on field-dependent learning style. The results provide some insightful considerations regarding the utilization of epistemic beliefs for improving learners’ interaction with the surrounding context to obtain an optimal academic performance.
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Rahmawati, Sayyidah Umma, and Senja Putri Merona. "BERPIKIR REFLEKTIF SISWA BERDASARKAN GAYA KOGNITIF FIELD INDEPENDENT DAN FIELD DEPENDENT." EDUPEDIA 3, no. 2 (October 18, 2019): 117. http://dx.doi.org/10.24269/ed.v3i2.307.

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Penelitian ini bertujuan untuk mendeskripsikan berpikir reflektif siswa ditinjau dari gaya kognitif field independent dan field dependent. Penelitian ini merupakan penelitian deskriptif dengan pendekatan kualitatif. Adapun istrumen yang digunakan adalah Group Embedded Figure Test (GEFT), tes soal berpikir reflektif dan wawancara. Sedangkan analisis data yang digunakan adalah analisis data Miles dan Huberman yang tediri dari reduksi data, penyajian data dan kesimpulan atau verifikasi.Hasil penelitian ini menunjukkan bahwa pada indikator berpikir reflektif reacting terdapat kesamaan berpikir reflektif antara siswa field independent dan field dependent. Pada indikator berpikir reflektif comparing terdapat perbedaan dalam hal menghubungkan pengetahuan yang diberikan dengan pengetahuan yang dimiliki. Pada indikator berpikir reflektif contemplating terdapat perbedaan pada kemampuan mendeteksi kesalahan. Temuan lain dalam penelitian ini adalah bahwa siswa field independent menjelaskan jawabannya dengan detail dan rinci, cenderung menggunakan cara menghafal dan memiliki kepercayaan diri yang tinggi. Sedangkan siswa field dependent menjelaskan jawabannya secara umum, memiliki analisis yang baik dan menyukai cara yang telah ditetapkan
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Amalia, Fardatul, Junaidah Wildani, and Mohammad Rifa'i. "Literasi Statistik Siswa Berdasarkan Gaya Kognitif Field Dependent dan Field Independent." Jurnal Edukasi Matematika dan Sains 8, no. 1 (March 14, 2020): 1. http://dx.doi.org/10.25273/jems.v8i1.5626.

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<p>Penelitian ini bertujuan untuk mengetahui profil literasi statistik siswa kelas IX ditinjau dari gaya kognitif <em>field dependent</em> dan <em>field independent</em>. Penelitian ini dilaksanakan di MTs Assa’adah II. Subjek penelitian sebanyak dua siswa yang terdiri dari satu siswa bergaya kognitif <em>field dependent</em> dan satu siswa bergaya kognitif <em>field independent</em>. Metode pengumpulan data yang digunakan yaitu melalui tes dan wawancara. Tes yang digunakan terdiri dari tes GEFT untuk mengelompokkan gaya koginitif siswa dan tes literasi statistik untuk memperoleh data profil literasi statistik siswa berdasarkan kemampuan matematika yang setara. Sedangkan, metode wawancara digunakan untuk memperoleh informasi mengenai proses siswa dalam mengerjakan soal. Berdasarkan hasil penelitian, siswa yang memiliki gaya kognitif <em>field dependent </em>kurang mampu membaca data dalam tabel, tidak mampu menentukan data yang akan disajikan ke dalam diagram batang dan tidak mampu menyajikan diagram batang dengan benar. Sedangkan, siswa yang memiliki gaya kognitif <em>field independent </em>mampu membaca data yang disajikan, mampu menentukan data yang akan disajikan ke dalam diagram batang dan mampu menyajikan diagram batang dengan benar.</p>
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Muliawati, Novita Eka. "PROFIL METAKOGNISI SISWA FIELD-INDEPENDENT DAN FIELD-DEPENDENT DALAM MEMECAHKAN MASALAH MATEMATIKA." JP2M (Jurnal Pendidikan dan Pembelajaran Matematika) 3, no. 1 (March 27, 2017): 79. http://dx.doi.org/10.29100/jp2m.v3i1.293.

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<p class="NormalMAT"><em>Penelitian ini bertujuan untuk mendeskripsikan profil matakognisi siswa SMA kelas X yang memiliki gaya kognitiffield-independent dan gaya kognitif field-dependent dalam memecahkan masalah matematika pada materi persamaan dan fungsi kuadrat. Subjek peneltian terdiri dari satu siswa field-independent dan satu siswa field-dependent yang mempunyai kemampuan setara. Data penelitian yang dikumpulkan berupa hasil tes dan hasil wawancara. Analisis data dalam penelitian ini terdiri dari tiga tahapan yaitu reduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa siswa field-independent dan field-dependent memiliki profil metakognisi yang sama pada tahap memahami masalah dan melaksanakan rencana pemecahan masalah. Sedangkan pada tahapan merencanakan pemecahan masalah dan memeriksa hasil pemecahan masalah, siswa field-independent dan field-dependent memiliki profil metakognisi yang berbeda.</em><em></em></p>
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H Mailili, Wahyuni. "Deskripsi Hasil Belajar Matematika Siswa Gaya Kognitif Field Independent dan Field Dependent." ANARGYA: Jurnal Ilmiah Pendidikan Matematika 1, no. 1 (April 30, 2018): 1–7. http://dx.doi.org/10.24176/anargya.v1i1.2371.

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Azlina, N., S. M. Amin, and A. Lukito. "Creativity of Field-dependent and Field-independent Students in Posing Mathematical Problems." Journal of Physics: Conference Series 947 (January 2018): 012031. http://dx.doi.org/10.1088/1742-6596/947/1/012031.

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T., Pithers R. "Cognitive learning style: a review of the field dependent-field independent approach." Journal of Vocational Education & Training 54, no. 1 (March 2002): 117–32. http://dx.doi.org/10.1080/13636820200200191.

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Motahari, Masoud Seid, and Mehrnoush Norouzi. "The Difference between Field Independent and Field Dependent Cognitive Styles regarding Translation Quality." Theory and Practice in Language Studies 5, no. 11 (November 22, 2015): 2373. http://dx.doi.org/10.17507/tpls.0511.23.

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Karamaerouz, Mohamad Javad, Ali Abdi, and Soosan Laei. "Learning by Employing Educational Multimedia in Field-dependent and Field-independent Cognitive Styles." Universal Journal of Educational Research 1, no. 4 (December 2013): 298–302. http://dx.doi.org/10.13189/ujer.2013.010404.

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Dissertations / Theses on the topic "Field-dependent and field-independent"

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Ardavan, Mehdi. "Metamaterial : A field magnitude dependent and frequency independent model." Thesis, University of Gävle, Department of Technology and Built Environment, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-698.

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In all attempts to analyze and realize Left-Handed materials, so far, most researchers have used the same idea of extracting only some or certain behaviors of Metamaterials from a set of unit cells gathered together in a designed order. Nevertheless meeting all criteria in order to consider a media as real double-negative material has never come true.

Starting with criticizing and arguing the validity of calling any set of unit cells as a medium of propagation, the work at hand will go further demonstrating analogies between a medium which could be assigned permittivity or permeability factors and the medium consisting a set of unit cells.

After presenting the critical analysis on previous studies in the field, here it is shown that it is impossible to build Metamaterials using any number of passive unit cells. A deep insight into the concept of phase and group velocities as well as Poynting’s vector will reveal weakness of the public perception of their relation with each other. Unlike the past and current trend in analyzing these two velocities in meta-materials, they will be proven to possess the same direction.

Moreover, in this work, a solid proof over violation of energy conservation in the intersection plane between a normal material and a Left Handed material is presented which requires us to believe and accept generation of energy at this plane. This view will consequently leave meaningless all attempts to build meta-materials by passive elements.

In present work a method is proposed at which a material with positive permittivity and permeability can behave like and yield all characteristics of Metamaterials only if the foregoing parameters, while remaining positive, can vary and be governed by the magnitude of the electromagnetic field. Independence of this method from frequency broadens the range of its application and also the interest it may attract.

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Dyer, Jean A. "Self-Reported Field Dependent/Independent Characteristics in Immigrant Adult Learners." Fogler Library, University of Maine, 2004. http://www.library.umaine.edu/theses/pdf/DyerJA2004.pdf.

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Bussan, Beth Larey Morris Jeanne B. "An identification and analysis of field-dependent and field-independent cognitive styles of selected kindergarten children." Normal, Ill. Illinois State University, 1991. http://wwwlib.umi.com/cr/ilstu/fullcit?p9203023.

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Thesis (Ed. D.)--Illinois State University, 1991.
Title from title page screen, viewed December 5, 2005. Dissertation Committee: Jeanne B. Morris (chair), John H. Crotts, Dennis L. Gainey, John T. Goeldi, Ronald S. Halinski. Includes bibliographical references (leaves 83-99) and abstract. Also available in print.
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Parcels, Burtis George. "Matching instructional design to field dependent and field independent learners: implications for online design in distance education." Thesis, Boston University, 2008. https://hdl.handle.net/2144/31994.

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Thesis (Ed.D.)--Boston University
PLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis or dissertation. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you.
Field dependent and field independent cognitive styles are contrasting ways of perceiving and processing information. This study investigated how the cognitive styles of field dependence (FD) and field independence (FI) affect the achievement levels of distance learners. Cognitive style refers to the manner in which an individual perceives and processes information. As described by Allport style is the "particular manner of execution which permeates any highly integrated volitional activity" (Allport, 1937, p. 494). In distance education, spontaneous learner-instructor interaction is frequently neither as flexible nor as timely as it would be in conventional instruction. This research examined the effects of matching or mismatching the design of asynchronous distance education to the field dependent and the field independent learner. Horn's construction of Information Mapping© (Horn, R.E., 1989) was employed to add structure compatible with the Field Dependent learner. Subjects were administered the GEFT, a measure of field dependence-independence. Only those in the first and fourth quartiles of the resulting distribution participated the study. The first quartile was comprised of Field Dependent (FD) subjects and the fourth quartile was comprised of Field Independent (FI) subjects. Half of each group was randomly selected to receive asynchronous online instruction designed to match their cognitive style, and half received asynchronous online instruction designed to mismatch their cognitive style. Analysis of the results showed that matching the cognitive style of the FD asynchronous distance learner resulted in significant differences between the pre and post test scores. However, an analysis of the test results for the FI learners whose instruction was designed to match their cognitive style showed no significant differences from pre to post test. The FI learners whose instruction was designed to mismatch their cognitive style did show a significant difference from pre to post test. A two-by-two factor analysis showed a significant effect for the design of the modules, but no effect for cognitive style or the interaction of cognitive style and module design. Matching the FD cognitive style, in asynchronous distance education had a positive impact on achievement for both Field Dependent and Field Independent learners as measured from pre to post test.
2031-01-02
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Urwiler, Robert N. Jr. "The Effects of User Interface Metaphors on the Learnability of Computer systems by Field Dependent and Field Independent Computer Users." NSUWorks, 1997. http://nsuworks.nova.edu/gscis_etd/894.

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This study was designed to assess the differences in the learning performance (speed and accuracy) with which field dependent and field independent subjects could complete a set of checkbook management tasks using software employing a user interface making strong use of common checkbook management metaphors versus software employing an interface adhering to a defacto industry standard-based graphical user interface design guideline. It was hypothesized that both field dependent and field independent users would complete tasks more quickly and accurately using both user interface types. From a population of traditional and non-traditional college students, 64 individuals volunteered to participate in the study. The Group Embedded Figures Test was used to determine field dependence -independence level and four groups of 16 formed for exposure to the 2 interface types in an experimental design. Analysis of variance procedures were used to determine the significance of learning differences between the groups. The results showed significant correlations between experience level and task performance. There were no significant interaction effects between field dependence - independence and exposure to the two interface types on performance. The findings of this study may have implications for designers of application software user interfaces and for those involved in application software training.
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Jun, Ye-Hwa. "A Study of the Relationship between Field-Independent and Field-Dependent Cognitive Styles and Social Behaviors during Free-Play of Preschool Children." Thesis, University of North Texas, 1989. https://digital.library.unt.edu/ark:/67531/metadc331292/.

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The problem of this study was to discover the relationship between field-independent and field-dependent cognitive styles and social behaviors during free-play of preschool children in a school setting. This study also compared the field-independent and field-dependent cognitive styles and social behaviors during free-play between age-groups and sex-groups. Thirty-six children from a university child development laboratory were subjects. They were selected from a 3-year-old classroom and a 4-year-old classroom. The research instrument, the Preschool Embedded Figures Test, was utilized to measure field-independent and field-dependent cognitive styles. The children's social behaviors were observed during free-play for four consecutive weeks. The nine categories of social behavior were solitary, parallel, and group play; .unoccupied, onlooker, transitional, and aggressive behaviors; and conversations with teachers and conversations with peers. Correlations between field-independent and field-dependent cognitive styles and social behaviors indicated that field-independence/field-dependence was related to social orientations in preschool children and also related to the choice of play activity. Field-dependent children tended to engage in conversations with teachers more often than field-independent children. Four-year-old children who were field-independent tended to spend more time in solitary play than 4-year-old children who were field-dependent. Four-year-old boys who were field-independent tended to play more often in the manipulative learning center than 4-year-old boys who were field-dependent. There were significant differences between age-groups but not significant differences between sex-groups in field-independence/field-dependence. Some social behaviors were significantly different between age-groups and sex-groups. Three-year-old children participated significantly more in physically aggressive behavior and less in conversations with peers than 4-year-old children. Boys engaged significantly more in aggressive behavior than girls.
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Cao, Yu. "Effects of Field Dependent-Independent Cognitive Styles and Cueing Strategies on Students' Recall and Comprehension." Diss., Virginia Tech, 2006. http://hdl.handle.net/10919/29017.

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The purpose of this study was to examine whether cueing strategies embedded in computer delivered text messages affected the recall and comprehension of students who differed in their field dependent-independent cognitive style orientations. Two hundred thirty-eight undergraduate students of Virginia Tech participated the study, and 219 sets of valid data were used for the statistical analyses. All participants were given the Group Embedded Figures Test to determine their level of field dependence-independence. They were then randomly assigned to one of three treatment groups that varied in their use of cueing strategy. The first treatment group featured computer delivered text messages with color-highlighted-keywords, the second group featured the same textual content with color-highlighted-key-phrases, and the third group was a control group that featured the same content and employed no cueing strategy. Participants were administered two tests following the treatments, one that assessed knowledge of terminology and another that assessed comprehension. A 3 x 3 Analysis of Variance was conducted to explore the main effects for field dependency and cueing strategy and any interaction effect between the two factors. The results showed that field independents outperformed field dependents in all tests. There were no significant differences for the three treatments; the cueing strategies employed in this study had no effect on participants' learning. A significant interaction was seen between field dependency and cueing strategy. However, the results of a one-way ANOVA are unexpected: the cueing strategies employed did not improve field dependents' performance on the assessments and actually hindered the performance of field independents.
Ph. D.
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Buckwalter, Dennis E. "A comparison of microcomputer simulations and hands-on laboratory experimentation for the remediation of alternative conceptions in field-dependent vs. field-independent high school students." Diss., This resource online, 1992. http://scholar.lib.vt.edu/theses/available/etd-09042008-063631/.

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Alhajri, Rana Ali. "Integrating multiple individual differences in web-based instruction." Thesis, Brunel University, 2014. http://bura.brunel.ac.uk/handle/2438/8514.

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There has been an increasing focus on web-based instruction (WBI) systems which accommodate individual differences in educational environments. Many of those studies have focused on the investigation of learners’ behaviour to understand their preferences, performance and perception using hypermedia systems. In this thesis, existing studies focus extensively on performance measurement attributes such as time spent using the system by a user, gained score and number of pages visited in the system. However, there is a dearth of studies which explore the relationship between such attributes in measuring performance level. Statistical analysis and data mining techniques were used in this study. We built a WBI program based on existing designs which accommodated learner’s preferences. We evaluated the proposed system by comparing its results with related studies. Then, we investigated the impact of related individual differences on learners’ preferences, performance and perception after interacting with our WBI program. We found that some individual differences and their combination had an impact on learners' preferences when choosing navigation tools. Consequently, it was clear that the related individual differences altered a learner’s preferences. Thus, we did further investigation to understand how multiple individual differences (Multi-ID) could affect learners’ preferences, performance and perception. We found that the Multi-ID clearly altered the learner’s preferences and performance. Thus, designers of WBI applications need to consider the combination of individual differences rather than these differences individually. Our findings also showed that attributes relationships had an impact on measuring learners’ performance level on learners with Multi-ID. The key contribution of this study lies in the following three aspects: firstly, investigating the impact of our proposed system, using three system features in the design, on a learner’s behavior, secondly, exploring the influence of Multi-ID on a learner’s preferences, performance and perception, thirdly, combining the three measurement attributes to understand the performance level using these measuring attributes.
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Claerr, Thomas A. "The effects of inductive and deductive teaching strategies in computer-based language lessons on the performance of high school students identified as being field-dependent or independent /." The Ohio State University, 1987. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487330761220331.

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Books on the topic "Field-dependent and field-independent"

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Carr, Maureen Sherry. A comparison of the metacognitive behaviors of field independent and field dependent pre-service teachers. 1990.

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Bartlett, Beverly Janice. COGNITIVE STYLES AND LEARNING PREFERENCES OF REGISTERED NURSES IN BACCALAUREATE NURSING PROGRAMS IN PUBLIC COLLEGES AND UNIVERSITIES (FIELD-INDEPENDENT; FIELD-DEPENDENT). 1987.

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Clair, Anita Jeanne Saint. THE EFFECT OF UNDERGRADUATE NURSING EDUCATION PROGRAM TYPE ON THE ACHIEVEMENT OF CRITICAL THINKING, FIELD DEPENDENT-INDEPENDENT THINKING, ADAPTIVE STYLE FLEXIBILITY, AND SELF-ESTEEM. 1994.

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Klerman, Dan. Economics of Legal History. Edited by Francesco Parisi. Oxford University Press, 2017. http://dx.doi.org/10.1093/oxfordhb/9780199684250.013.028.

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In order to make sense of the field, this survey identifies and discusses five genres of scholarship that use economics to understand legal history: 1) Works that analyze law as the dependent variable try to explain why societies have the laws they do and why laws change over time. 2) Scholarship that views law as an independent variable looks at the effect of law and legal change on human behavior. 3) In bidirectional histories, law and society interact in dynamic ways over time. Laws change society, but change in society in turn leads to pressure to change the law, which starts the cycle over again. 4) Studies of private ordering investigate the ability of groups to develop norms and practices partly or wholly independently of the state. 5) Works on litigation and contracts in former times analyze these phenomena using modern tools and theories.
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Yesil, Bilge. The Remaking of the Media-Military-State Relationships in the Early Twenty-First Century. University of Illinois Press, 2017. http://dx.doi.org/10.5406/illinois/9780252040177.003.0006.

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This chapter focuses on the transformation of the Turkish media field as a result of the shifts in media ownership, the cultivation of AKP-friendly media conglomerates, the consequent upsurge in partisanship, and the decline in press freedoms. It traces the connections between these developments and the broader political economic forces, such as the economic crisis of 2001, the AKP's electoral hegemony, the decline of military tutelage, the entrenchment of Muslim bourgeoisie, and the new Islamist cadres in governmental and administrative structures. It argues that in Turkey's contemporary media landscape, commercial outlets have been simultaneously independent of the state and dependent on it. They are not formally owned, operated, or dominated by the state, yet their survival depends on their informal ties with the ruling elite, high bureaucracy, and judiciary. While this dependency on the state is not a new development, it has nonetheless revealed itself in astounding ways under the AKP's single-party rule.
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Horing, Norman J. Morgenstern. Q. M. Pictures; Heisenberg Equation; Linear Response; Superoperators and Non-Markovian Equations. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198791942.003.0003.

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Three fundamental and equivalent mathematical frameworks (“pictures”) in which quantum theory can be lodged are exhibited and their relations and relative advantages/disadvantages are discussed: (1) The Schrödinger picture considers the dynamical development of the overall system state vector as a function of time relative to a fixed complete set of time-independent basis eigenstates; (2) The Heisenberg picture (convenient for the use of Green’s functions) embeds the dynamical development of the system in a time-dependent counter-rotation of the complete set of basis eigenstates relative to the fixed, time-independent overall system state, so that the relation of the latter fixed system state to the counter-rotating basis eigenstates is identically the same in the Heisenberg picture as it is in the Schrödinger picture; (3) the Interaction Picture addresses the situation in which a Hamiltonian, H=H0+H1, involves a part H0 whose equations are relatively easy to solve and a more complicated part, H1, treated perturbatively. The Heisenberg equation of motion for operators is discussed, and is applied to annihilation and creation operators. The S-matrix, density matrix and von Neumann equation, along with superoperators and non-Markovian kinetic equations are also addressed (e.g. the intracollisional field effect).
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Marzola, Luci. Engineering Hollywood. Oxford University Press, 2021. http://dx.doi.org/10.1093/oso/9780190885588.001.0001.

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Engineering Hollywood tells the story of the formation of the Hollywood studio system not as the product of a genius producer, but as an industry that brought together creative practices and myriad cutting-edge technologies in ways that had never been seen before. Using extensive archival research, this book examines the role of technicians, engineers, and trade organizations in creating a stable technological infrastructure on which the studio system rested for decades. Here the studio system is seen as a technology-dependent business with connections to the larger American industrial world. By focusing on the role played by technology, we see a new map of the studio system beyond the backlots of Los Angeles and the front offices in New York. In this study, Hollywood includes the labs of industrial manufacturers, the sales routes of independent firms, the garages of tinkerers, and the clubhouses of technicians’ societies. Rather than focusing on the technical improvements in any particular motion picture tool, this book centers on the larger systems and infrastructures for dealing with technology in this creative industry. Engineering Hollywood argues that the American industry was stabilized and able to dominate the motion picture field for decades through collaboration over technologies of everyday use. Hollywood’s relationship to its essential technology was fundamentally one of interdependence and cooperation—with manufacturers, trade organizations, and the competing studios. Accordingly, Hollywood could be defined as an industry by participation in a closed system of cooperation that allowed a select group of producers and manufacturers to dominate the motion picture business for decades.
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Book chapters on the topic "Field-dependent and field-independent"

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Raptis, George E., Christos A. Fidas, and Nikolaos M. Avouris. "Differences of Field Dependent/Independent Gamers on Cultural Heritage Playing: Preliminary Findings of an Eye–Tracking Study." In Digital Heritage. Progress in Cultural Heritage: Documentation, Preservation, and Protection, 199–206. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-48974-2_22.

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Chambers, Mary-Lynn. "The Development, Design, and Pedagogical Implications of Blackboard." In Critical Examinations of Distance Education Transformation across Disciplines, 196–210. IGI Global, 2015. http://dx.doi.org/10.4018/978-1-4666-6555-2.ch010.

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In the 1980s, during the emergence of the online software called Blackboard, the academic target audience was filled with field independent learners. With the growing success of Blackboard, the availability of the new software broadened and eventually claimed the status as the number one choice of software for online education. With the acceptance of online education as an effective tool for learning, the online classroom demographics began to shift with a growing representation of field-dependent minority students. This shift in demographics also meant a shift in learning styles. This chapter highlights elements regarding the development of Blackboard and the design shift within Blackboard. It also provides practical suggestions that can be incorporated into an online instructor's pedagogy so that the 21st century online class will be more attentive to the needs of the minority, field-dependent students.
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Pierrus, J. "Quasi-static electric and magnetic fields in vacuum." In Solved Problems in Classical Electromagnetism. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198821915.003.0005.

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In this chapter, the transition from time-independent to time-dependent source densities and fields is made. It is here that Faraday’s famous nineteenth-century experiments on electromagnetic induction are first encountered. This important phenomenon—whereby a changing magnetic field produces an induced electric field (whose curl is now no longer zero)—forms the basis of most of the questions and solutions which follow. Some new and interesting examples—not usually found in other textbooks—are introduced. These are treated both from an analytical and numerical point of view. Also considered here is the standard yet important topic (at least from a practical standpoint) of mutual and self-inductance. Several questions deal with this concept.
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Steel, Duncan G. "Approximation Techniques for Stationary and Dynamic Problems." In Introduction to Quantum Nanotechnology, 181–208. Oxford University Press, 2021. http://dx.doi.org/10.1093/oso/9780192895073.003.0011.

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For many aspects of device design, an exact solution to Schrödinger’s equation is not needed. However, it may simultaneously be required that all of the physical features are clearly understood. The most important technique for approaching these problems is perturbation theory, since it is difficult to develop physical intuition by just numerical means. For the case of solutions to the time independent Schrödinger equation, such as where an electric or magnetic field is applied, time independent perturbation theory is very useful, and is typically adequate for many problems. In some cases, problems may need an exact solution, but it may not be necessary to consider all the levels, leading to the approximation of using just a few levels. If the Hamiltonian is time dependent, we use time dependent perturbation theory which leads to Fermi’s golden rule. The result leads to a Dirac delta-function which can be eliminated by using the density of states.
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Ghinea, Gheorghita, and Sherry Y. Chen. "Perceptual Multimedia." In Multimedia Technologies, 1476–90. IGI Global, 2008. http://dx.doi.org/10.4018/978-1-59904-953-3.ch107.

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In this chapter, we describe the results of empirical studies which examined the effect of cognitive style on the perceived quality of distributed multimedia. We use two dimensions of Cognitive Style Analysis, Field Dependent/Independent and Verbaliser/Visualiser, and the Quality of Perception metric to characterise the human perceptual experience. This is a metric which takes into account multimedia’s infotainment (combined informational and entertainment) nature, and comprises not only a human’s subjective level of enjoyment with regards to multimedia content quality, but also his/her ability to analyse, synthesise and assimilate the informational content of such presentations. Results show that multimedia content and dynamism are strong factors influencing perceptual quality.
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Ghinea, Gheorghita, and Sherry Y. Chen. "Perceptual Multimedia." In Digital Multimedia Perception and Design, 187–205. IGI Global, 2006. http://dx.doi.org/10.4018/978-1-59140-860-4.ch009.

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In this chapter, we describe the results of empirical studies which examined the effect of cognitive style on the perceived quality of distributed multimedia. We use two dimensions of Cognitive Style Analysis, Field Dependent/Independent and Verbaliser/Visualiser, and the Quality of Perception metric to characterise the human perceptual experience. This is a metric which takes into account multimedia’s infotainment (combined informational and entertainment) nature, and comprises not only a human’s subjective level of enjoyment with regards to multimedia content quality, but also his/her ability to analyse, synthesise and assimilate the informational content of such presentations. Results show that multimedia content and dynamism are strong factors influencing perceptual quality.
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Newnham, Robert E. "Tensors and physical properties." In Properties of Materials. Oxford University Press, 2004. http://dx.doi.org/10.1093/oso/9780198520757.003.0007.

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In this chapter we introduce the tensor description of physical properties along with Neumann’s Principle relating symmetry to physical properties. As pointed out in the introduction, many different types of anisotropic properties are described in this book, but all have one thing in common: a physical property is a relationship between two measured quantities. Four examples are illustrated in Fig. 5.1. Elasticity is one of the standard equilibrium properties treated in crystal physics courses. The elastic compliance coefficients relate mechanical strain, the dependent variable, to mechanical stress, the independent variable. For small stresses and strains, the relationship is linear, but higher order elastic constants are needed to describe the departures from Hooke’s Law. Thermal conductivity is typical of the many transport properties in which a gradient leads to flow. Here the dependent variable is heat flow and the independent variable is a temperature gradient. Again the relationship is linear for small temperature gradients. Hysteretic materials such as ferromagnetic iron exhibit more complex physical properties involving domain wall motion. In this case magnetization is the dependent variable responsive to an applied magnetic field. The resulting magnetic susceptibility depends on the past history of the material. If the sample is initially unmagnetized, the magnetization will often involve only reversible domain wall motion for small magnetic fields. In this case the susceptibility is anhysteretic, but for large fields the wall motion is only partly reversible leading to hysteresis. The fourth class of properties leads to permanent changes involving irreversible processes. Under very high electric fields, dielectric materials undergo an electric breakdown process with catastrophic current flow. Under small fields Ohm’s Law governs the relationship between current density and electric field with a well-defined resistivity, but high fields lead to chemical, thermal, and mechanical changes that permanently alter the sample. Irreversible processes are sometimes anisotropic but they will not be discussed in this book. Measured quantities such as stress and strain can be represented by tensors, and so can physical properties like elastic compliance that relate these measurements. This is why tensors are so useful in describing anisotropy.
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Carder, Kendall L., and David K. Costello. "Optical Effects of Large Particles." In Ocean Optics. Oxford University Press, 1994. http://dx.doi.org/10.1093/oso/9780195068436.003.0017.

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Two important problems facing the ocean optics research community in the coming decade concern optical model closure and inversion (see Chapter 3). We obtain model closure if we can describe the measured light environment by combining elementary measurements of the optical properties of the medium with radiative transfer theory. If we can accurately deduce the concentration of various constituents from a combination of measures of the submarine light field and inverse model calculations, we term this process model inversion. The most elementary measurements of the optical properties of the sea are those that are independent of the geometry of the light field, the inherent optical properties (Preisendorfer, 1961). Optical properties that are dependent on the geometry of the light field are termed apparent optical properties (AOP). Models of the submarine light field typically relate apparent optical properties to inherent optical properties (see Chapter 2). Examples include the relationship between the AOP irradiance reflectance R and a combination of inherent optical properties (backscattering coefficient bb and absorption coefficient a), and the relationship between the AOP downwelling diffuse attenuation coefficient kd and a combination of the absorption coefficient, backscattering coefficient, and downwelling average cosine μd (e.g., Gordon et al., 1975; Morel and Prieur, 1977; Smith and Baker, 1981; Morel, 1988; Kirk, 1984a). Under some circumstances these relationships work well enough that the absorption coefficient can be derived indirectly. This is important since measurement of the absorption coefficient by direct means has been difficult. Derived values for the absorption coefficient by model inversion methods are not easily verified by independent measurements, however, because of the difficulty of measuring the absorption coefficient. Model closure and model inversion both become more tenuous when the following phenomena are present: 1. Transpectral or inelastic scattering such as fluorescence (e.g., Gordon, 1979; Carder and Steward, 1985; Mitchell and Kiefer, 1988a; Spitzer and Dirks, 1985; Hawes and Carder, 1990) or water Raman scattering (Marshall and Smith, 1990; Stavn, 1990; Stavn and Weidemann, 1988a,b; Peacock et al, 1990; Chapter 12 this volume). 2. Particles that are large relative to the measurement volume for inherent optical property meters such as beam transmissometers, light-scattering photometers, fluorometers, and absorption meters.
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Newnham, Robert E. "Pyroelectricity." In Properties of Materials. Oxford University Press, 2004. http://dx.doi.org/10.1093/oso/9780198520757.003.0010.

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As the name implies, pyroelectricity is a first rank tensor property relating a change polarization P to a change in temperature δT. The defining relation can also be written in terms of the electric displacement D since no field is applied: . . . Pi = Di = piδT [C/m2]. . . Pyroelectricity is a first rank polar tensor because of the way it transforms. Being polar vectors, Pi and Di transform as . . . D'i = aijDj . . . whereas the temperature change transforms as a zero rank tensor, or a scalar: . . . δT' = δT. . . . Transforming the defining relation for pyroelectricity we get . . . D'i = aijDj = aijpjδT = aijpjδT' = p'iδT'. . . . Both the independent variable δT and the dependent variable Di have now been transformed to the new coordinate system. The property relating D'i to δT' is the transformed pyroelectric coefficient p'i = aijpj. Thus the pyroelectric coefficient is a polar first rank tensor property. In Sections 6.1 and 7.3 it was shown that the electrocaloric effect and the pyroelectric effect are governed by the same set of coefficients pi. The change in entropy per unit volume caused by an electric field is . . . δS = piEi [J/m3]. The pyroelectric (=electrocaloric coefficient) coefficient is usually expressed in units of μC/m2 K and can be either positive or negative in sign depending on whether the spontaneous (built-in) polarization is increasing or decreasing with temperature. Pyroelectricity disappears in all centrosymmetric materials. The proof follows. For a first rank tensor there are, in general, three nonzero coefficients p1, p2, and p3 representing the values of the pyroelectric coefficient along property axes Z1, Z2, and Z3, respectively. The principal axes are perpendicular to each other and are chosen in accordance with the IEEE convention (Section 4.3).
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Goyal, Deepika, Shiv Swaroop, and Janmejay Pandey. "Harnessing the Genetic Diversity and Metabolic Potential of Extremophilic Microorganisms through the Integration of Metagenomics and Single-Cell Genomics." In Extremophilic Microbes and Metabolites - Diversity, Bioprespecting and Biotechnological Applications [Working Title]. IntechOpen, 2020. http://dx.doi.org/10.5772/intechopen.82639.

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Microorganisms thriving under extreme environments have proven to be an invaluable resource for metabolic products and processes. While studies carried out on microbial characterization of extremophilic environments during golden era of microbiology adapted a ‘reductionist approach’ and focused on isolation, purification and characterization of individual microbial isolates; the recent studies have implemented a holistic approach using both culture-dependent and culture-independent approaches for characterization of total microbial diversity of the extreme environments. Findings from these studies have unmistakably indicated that microbial diversity within extreme environments is much higher than anticipated. Consequently, unraveling the taxonomic and metabolic characteristics of microbial diversity in extreme environments has emerged as an imposing challenge in the field of microbiology and microbial biotechnology. To a great extent, this challenge has been addressed with inception and advancement of next-generation sequencing and computing methods for NGS data analyses. However, further it has been realized that in order to maximize the exploitation of genetic and metabolic diversity of extremophilic microbial diversity, the metagenomic approaches must be combined synergistically with single-cell genomics. A synergistic approach is expected to provide comprehensions into the biology of extremophilic microorganism, including their metabolic potential, molecular mechanisms of adaptations, unique genomic features including codon reassignments etc.
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Conference papers on the topic "Field-dependent and field-independent"

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Nugraha, Muhamad Gina, and Santy Awalliyah. "ANALISIS GAYA KOGNITIF FIELD DEPENDENT DAN FIELD INDEPENDENT TERHADAP PENGUASAAN KONSEP FISIKA SISWA KELAS VII." In SEMINAR NASIONAL FISIKA 2016 UNJ. Pendidikan Fisika dan Fisika FMIPA UNJ, 2016. http://dx.doi.org/10.21009/0305010312.

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Muzichko, Ludmila, and Anna Masian. "HE FEAUTURES OF COPING BEHAVIOR OF PEOPLE WITH DIFFERENT COGNITIVE STYLES (FIELD DEPENDENT/FIELD INDEPENDENT)." In SPECIALIZED AND MULTIDISCIPLINARY SCIENTIFIC RESEARCHES. European Scientific Platform, 2020. http://dx.doi.org/10.36074/11.12.2020.v4.02.

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Artishcheva, Lira Vladimirovna. "Representation of mental states of field-dependent and field-independent personalities in their subjective experience." In 2nd International e-Conference on Studies in Humanities and Social Sciences. Belgrade: Center for Open Access in Science, 2018. http://dx.doi.org/10.32591/coas.e-conf.02.02027a.

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Taufik, A., N. Nurhayati, A. Prayitno, B. Tresnawati, and R. Syafari. "Analysis of Mathematical Proportional Reasoning Ability Based on Field Dependent and Field Independent Cognitive Style." In Proceedings of the 1st Universitas Kuningan International Conference on Social Science, Environment and Technology, UNiSET 2020, 12 December 2020, Kuningan, West Java, Indonesia. EAI, 2021. http://dx.doi.org/10.4108/eai.12-12-2020.2304996.

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Zinchenko, Ekaterina, and Nataliya Shushunova. "FEATURES OF PROPERTIES OF NERVOUS PROCESSES IN STUDENTS WITH FIELD DEPENDENT AND FIELD INDEPENDENT COGNITIVE STYLE." In XVI International interdisciplinary congress "Neuroscience for Medicine and Psychology". LLC MAKS Press, 2020. http://dx.doi.org/10.29003/m1058.sudak.ns2020-16/215-216.

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Clewley, Natalie, Sherry Y. Chen, and Xiaohui Liu. "Cognitive styles and web-based instruction: Field dependent/independent vs. Holist/Serialist." In 2009 IEEE International Conference on Systems, Man and Cybernetics - SMC. IEEE, 2009. http://dx.doi.org/10.1109/icsmc.2009.5346314.

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Yanti, Aning Wida, Sutini, and Taufik Kurohman. "Adaptive reasoning profile of students in solving mathematical problems viewed from field-dependent and field-independent cognitive style." In 28TH RUSSIAN CONFERENCE ON MATHEMATICAL MODELLING IN NATURAL SCIENCES. AIP Publishing, 2020. http://dx.doi.org/10.1063/5.0000699.

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Zhang, Juan, and Yuan Tian. "The Influence of Field Independent-Dependent Cognitive Styles on Students' Learning Performance under Different Teaching Modes." In the 2019 7th International Conference. New York, New York, USA: ACM Press, 2019. http://dx.doi.org/10.1145/3323771.3323827.

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Widodo, Bambang, and Sulistinah. "Analyzing The Difference In Teaching Skill Of Geography Teacher Candidates Based On Field Dependent-Independent Cognitive Styles." In Proceedings of the International Conference on Social Science 2019 (ICSS 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/icss-19.2019.180.

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Gibbs, David C. "The effect of a constructivist learning environment for field-dependent/independent students on achievement in introductory computer programming." In the thirty-first SIGCSE technical symposium. New York, New York, USA: ACM Press, 2000. http://dx.doi.org/10.1145/330908.331856.

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