Dissertations / Theses: '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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Wang, Mo. "Styles cognitifs des élèves chinois de l'enseignement secondaire en Chine et leurs influences sur l'éducation mathématique." Thesis, Lyon, 2016. http://www.theses.fr/2016LYSE2088/document.

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Le style cognitif est un domaine bien étudié et approfondi dans les pays occidentaux, surtout aux États-Unis, mais il reste peu développé par les chercheurs chinois. Cette notion est à propos de la personnalité, de la façon de traiter des informations reçus chez les différents individus, et elle peut aussi porter une influence sur l’éducation, qui contient l’éducation de mathématiques. En Chine, les mathématiques sont une matière principale et importante dans le système éducatif, et sous un contexte particulier de la société chinoise, un système éducatif chinois s’est formé. La phase secondaire est la phase la plus représentative dans le système éducatif chinois, et sous le contexte particulier, il faut considérer les styles cognitifs les plus fréquents chez les élèves et aussi le style cognitif de chaque élève pour trouver des méthodes d’améliorer l’éducation mathématique aux écoles secondaires. Pour ce but, il faut bien prendre en considération le côté d’apprentissage et le côté de didactique. Ainsi, notre travail va commencer par une étude des recherches et des théories matures de style cognitif qui serviront de base théorique, et ensuite avec la présentation du contexte de l’éducation mathématique en Chine nous allons pouvoir mieux le lier avec le style cognitif. Avec les résultats de notre recherche nous analysons et proposons des manières possibles au niveau de politique, de didactique et d’apprentissage pour améliorer l’éducation mathématique aux écoles secondaires en profitant des théories de style cognitif et des résultats de notre recherche
The cognitive style is a well-developed and studied domain in western countries, especially in USA, but it is still a new ground for Chinese researchers. This conception is about the personality, the way to treat the received information for individuals, and it can also influence the education, which includes of course the mathematic education. In China, the mathematic is a principle subject at school in the Chinese educational system. With a special background in the society of China, a special educational system has been formed. The secondary education is the most typical in this educational system, and we need to think about the most frequent cognitive styles among Chinese students and also the cognitive style of each student to find the best methods to make the mathematic education better and more appropriate. For this destination, we need to consider the side of learning and the side of teaching. Therefore, our work will start by a presentation of the researches of cognitive styles and those mature theories, which can be our theoretical base, and then we will connect the education of mathematic with cognitive styles by a presentation of the situation of mathematics education in China. With the results of our research, we will analysis and make some advises about the politics of education, of the teaching and learning methods to try to ameliorate the mathematic education in China with help of cognitive styles and this research

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Li, JIA-SYUAN, and 李家萱. "Effect of warning’s compatibility for field dependent and field independent driver’s reaction." Thesis, 2018. http://ndltd.ncl.edu.tw/handle/9x7ek7.

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碩士
國立雲林科技大學
工業工程與管理系
106
The traffic accident generally occurs without warning. In order to help driver realize the situation of forward traffic quickly and correctly, compatibility be added to in-vehicle warning system. We can expect that driver cognition is consistent with the warning system. The study classifying the compatibility are “hazard compatibility” and “action compatibility”. The “hazard compatibility” means stimulus in accord with danger direction and the ” action compatibility” means stimulus in accord with reaction direction. This study applies the driving simulator to discuss compatibility with warning information. Through different warning information displayed to find the best. In addition, direct different cognitive style (field dependent/ field independent) drivers the perceive ability of the traffic environment. We conducted a two (Cognitive style: field dependent, field independent; between-subject) by five (warning display content: hazard-compatibility/ action-compatible/ hazard-compatibility before action-compatibility/ action-compatibility before hazard-compatibility/ stimultaneous; within-subject) by three (warning display: visual/ auditory, multi; within-subject) mixed factor. Divided 52 participants into two cognitive style with legal driver’s licenses in National Yunlin University of Science of Technology. The experiment has two phases. When the warning information notify them that the traffic situation, they have to react immediately. In experiment 1, the warning information was presented screen and loudspeaker. After the experiment 1, the better are sifters from the warning type and are used in experiment2. In experiment 2, the warning information was presented PAD and loudspeaker. End of experiment, they fill out the questionnaire. Collect the subjective (subject load) and the objective data (reaction time, correct rate, driver performance). Discuss the warning information for driver quickly and correctly judgement in the sudden traffic situation. The result shows that independent driver’s performance are better than dependent driver. The multi warning display are better than single display. This study prove the multi warning interface can make up for the single drawback. The “action compatibility” are easier than “hazard compatibility” to make driver reaction quickly. Prove to notify the driver action direction can reduce reaction time. In the future, the warning system can combine with “action compatibility” concept and multi. Help to direct the traffic environment and reduce the accident happened.

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Carr, Maureen Sherry. "A comparison of the metacognitive behaviors of field independent and field dependent pre-service teachers." Thesis, 1990. http://hdl.handle.net/1957/37924.

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Research studies indicated that differences in cognitive processing style influence individual behavior on various types of tasks. This study investigated the effect of the cognitive style dimension, field independence-dependence, on the metacognitive functioning of individuals involved in three problem tasks which varied in inherent structure. Twenty-six subjects were randomly selected from a pool of one hundred and two pre-service teachers who completed the Group Embedded Figures Test to determine levels of field independence-dependence. Subjects were asked to verbalize their thinking while solving three types of problems. The think aloud protocols were analyzed using a coded analysis technique. The Checklist of Metacognitive Behavior (CMB) was the classification system developed to perform the coded analysis. The CMB contained four major categories: planning, monitoring, evaluation and affect. Criterion behaviors in each category were identified in the protocols from surface language structure. Behaviors identified in the protocol analysis were assigned points. Analysis of variance was used to compare mean scores from the CMB for total and category scores on each problem. Significant differences were found between field independents and field dependents for total and category scores on problem one, the puzzle-type problem. No differences were found between the groups on the semi-structured and ill-structured problems. Field independents exhibited a greater number and variety of monitoring and evaluation behaviors on the structured problem. Cognitive style preference had no significant impact on the type and number of metacognitive behaviors observed on the semi-structured and ill-structured problems.
Graduation date: 1990

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Chien, Yi-Chen, and 簡宜榛. "The Influence of Learners’ Field Independent and Field Dependent Cognitive Styles on Contextualized Vocabulary Learning." Thesis, 2008. http://ndltd.ncl.edu.tw/handle/58129639832177551694.

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碩士
中原大學
應用外語研究所
96
ABSTRACT Each individual has his or her preferred learning style that exists consciously or unconsciously in their learning process. People with different cognitive styles (Field Independence and Field Dependence) might possess different characteristics in language learning. Those characteristics will also decide whether their learning is effective or not. On the other hand, there is a growing interest in the academic field to study contextualized vocabulary learning and its effects on foreign language learning. However, very few studies focus on the relations between cognitive styles and vocabulary learning. Thus this paper intends to investigate the influences of Field Independent and Field Dependent cognitive styles on contextualized vocabulary learning effects. A total of 104 freshmen from CYCU attended this study. The Group Embedded Figure Test (GEFT) was used to categorize those subjects into FI or FD style learners. Since only 20 FD style learners were found among the subjects, the author randomly selected 20 out of 84 FI style subjects to compare with the FD style counterparts. As for the tool used to measure their achievement through Contextualized Vocabulary Learning, the Vocabulary Knowledge Scale (VKS) test was adopted to eliminate their previous knowledge on those target words. In addition, the author also collected subjects’ perception toward Contextualized Vocabulary Learning (CVL) by means of pre- and post-questionnaires. Then the data were analyzed and explained. Results showed that FI style learners outperformed FD style learners on contextualized vocabulary learning. FD style learners had poor performance on CVL, but the learning manner of CVL corresponds to their learning preference. FD style learners also expressed that CVL could enhance their learning motivation. Both FD/I style learners also showed positive attitude toward CVL. However, the unknown and ambiguous words encountered in context lead to their learning difficulty on CVL. The present study suggested that teachers should take consideration of different cognitive style learners and provide appropriate pedagogical method to enhance students'learning effects in classes.

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Hsu, Hsiao-Fang, and 許孝芳. "Investigation of Different Vocabulary Learning Strategies for Taiwanese University Students with Field Independent /Field Dependent Cognitive Styles." Thesis, 2013. http://ndltd.ncl.edu.tw/handle/84803530237554598954.

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博士
淡江大學
英文學系博士班
101
The cognitive learning styles of learners are an influential factor with respect to a preference for conscious or subconscious learning. In addition, learners’ learning preferences are affected by time and learning environment. Several studies have shown that vocabulary was highlighted as an important element in second language learning. Therefore, the study was designed with respect to the theory of rote memorization and the keyword method to develop three vocabulary-learning strategies (i.e., the Copy Writing Strategy, the Word Card Strategy, and the Reading Aloud Strategy). Additionally, these three learning strategies were chosen and applied to learners with Field Independent (FI) and Field Dependent (FD) cognitive learning styles. Thus, the study attempted to provide Taiwanese university students with appropriate vocabulary learning strategies based on their cognitive learning styles. In order to evaluate the correlation and effects of three mentioned vocabulary learning strategies and learner’ learning styles, this study first used the Group Embedded Figures Test (GEFT) as a measurement to determine 244 non-English major university freshmen’s learning tendencies. It was decided to treat the scores as a trichotomy, with the GEFT scores of 16 or more being classified as learners with a FI tendency and those with scores of 12 or under being classified as having a FD tendency. In the end, a total of 161 freshmen with distinct GEFT learning style tendencies were chosen to be involved in the study and grouped as FI, FD individuals, or FD+FD cooperative learning. After one-year-long pilot study as well as a period of formal study lasting eighteen weeks, this study produced seven main findings. (1) For all the participants of the three groups, any of the three strategies displayed positively significant effects on their vocabulary performance, though the Copy Writing Strategy demonstrates the smallest effect. (2) For FI cognitive style individual learners and FD+FD cooperative group learners, the Word Card Keeping and Reading Aloud vocabulary strategies displayed more effective learning results than the Copy Writing strategy. (3) For FD cognitive style learners, the Reading Aloud Vocabulary Strategy presented the largest improvement on vocabulary size in comparison with the other two strategies. (4) After receiving the vocabulary learning strategies, the Reading Aloud Strategy learners showed the most positive change in learning attitude, followed by the Word Card Keeping Strategy learners. However, the Copy Writing Strategy learners disagreed more with the statement that they were able to remember English quickly or easily, which resulted in a negative learning attitude overall. (5) All participants in the three groups agreed to involve vocabulary learning strategies as a class activity to replace vocabulary quizzes, with only approximately three-fourths of them agreed with the efficiency of the vocabulary learning strategies. (6) More than half of the copy writing and reading-aloud learners agreed to persistently use the learning strategy they received without requiring regulations from the teacher, whereas only approximately one-fifth of the word card learners agreed. (7) From the classroom observations, it was obvious that the cooperative learning learners created a more interactive learning atmosphere than individuals did, but too much dependence occurs sometimes, which causes cooperative learning learners to complete the class tasks slower than the individual learners did. Based on learners’ cognitive styles, it is expected that these findings could provide researchers with a new consideration when applying appropriate English vocabulary learning strategies for students to employ, as well as facilitate learners’ vocabulary growth, increase their learning motivation, and develop more positive learning attitudes toward English vocabulary learning.

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Metz, Donald J. "The role of field independent and field dependent cognitive styles on interest, aptitude, and success in microcomputing fundamentals." 1989. http://hdl.handle.net/1993/17084.

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Gardiner, Mary Elizabeth. "The effects of two modes of representation on field-dependent and field-independent students' learning in an introductory chemistry course." Thesis, 1990. http://spectrum.library.concordia.ca/5083/1/ML56054.pdf.

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Gibbs, David C. "The effect of a constructivist learning environment for field-dependent and field-independent students on semantic and syntactic achievement in introductory computer programming." 1999. http://catalog.hathitrust.org/api/volumes/oclc/45445170.html.

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Thesis (Ph. D.)--University of Wisconsin--Madison, 1999.
Typescript. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 82-87).

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洪碧珠. "The Study of the Sex Differences and Field-dependent-independent Differences in the Performance of the Elementary Students’ Reading Comprehension." Thesis, 2010. http://ndltd.ncl.edu.tw/handle/28472133602152141071.

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碩士
國立新竹教育大學
教育心理與諮商學系碩士班
98
The purpose of this study was to examine sex differences and field-dependent -independent differences in the performance of sixth grade students’ reading comprehension. The study sampled 251 sixth grade students as subjects, employed the Hidden Figure Test and the Chinese Reading Comprehension Test as instruments, and applied χ2 tests, t-tests, and two-way mixed design ANOVA as data analyses. The major findings of the study are: First, no sex difference was found in the field-dependent-independent. Second, females showed better performances in all aspects of reading comprehension than males. Third, the field-independent students showed better performances in all aspects of reading comprehension than the field-dependent students. Forth, neither the interaction between sex and aspects of reading comprehension, nor the interaction between field-dependent-independent and aspects of reading comprehension was found. In general, students had better performances in low aspects of reading comprehension than in high aspects of reading comprehension.

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Suravarapu, Ravikanth. "Layout dependent and bias independent scalable substrate model for RF MOSFETs." Thesis, 2003. http://hdl.handle.net/1957/31581.

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The dependence of the substrate resistance, R[subscript sub], for MOS transistor RF modeling on transistor biasing and layout is studied from device simulations and measurements. Though R[subscript sub] is found to be bias dependent, the error incurred by assuming a constant value equal to the DC resistance is not significant. A scalable model for R[subscript sub] of multiple gate fingers is developed. This model is simple to extract and gives good agreement for the output admittance of a MOSFET. The model is validated by measurements on DC test structures fabricated in a TSMC 0.35 ��m CMOS process. The dependence of Rb on transistor dimensions and the location of substrate contacts with respect to device active area is also presented. A low noise amplifier (LNA) is designed and fabricated in the 0.35 ��m TSMC process to show the effect of R[subscript sub] on the performance of a LNA.
Graduation date: 2003

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

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