Log in

Relevant bibliographies by topics / Writing Field dependence (Psychology) Cognitive styles

Contents

Journal articles
Dissertations / Theses
Books
Book chapters

Academic literature on the topic 'Writing Field dependence (Psychology) Cognitive styles'

Author: Grafiati

Published: 4 June 2021

Last updated: 5 February 2022

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles

Select a source type:

Consult the lists of relevant articles, books, theses, conference reports, and other scholarly sources on the topic 'Writing Field dependence (Psychology) Cognitive styles.'

Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.

You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.

Journal articles on the topic "Writing Field dependence (Psychology) Cognitive styles"

1

Schiano, Diane J., and Hou-Can Zhang. "Cognitive Styles: Illusory Phenomena." Perceptual and Motor Skills 60, no. 1 (February 1985): 201–2. http://dx.doi.org/10.2466/pms.1985.60.1.201.

Full text

Abstract:

The relationship between cognitive style and illusion magnitude was examined using the assimilation and contrast Delboeuf distortions. As in previous research, field dependence correlated positively with assimilation; however, a significant negative correlation with contrast was also found, suggesting that, while field dependence may involve the illusory integration of the stimulus field, field independence may involve its equally illusory differentiation.

APA, Harvard, Vancouver, ISO, and other styles

2

Drouin, Denis, Serge Talbot, and Claude Goulet. "Cognitive Styles of French Canadian Athletes." Perceptual and Motor Skills 63, no. 3 (December 1986): 1139–42. http://dx.doi.org/10.2466/pms.1986.63.3.1139.

Full text

Abstract:

The purpose of this study was to assess field-dependence/independence of 192 French Canadian athletes involved in a university athletic program. Field-dependence refers to one who is strongly influenced by his immediate environment, while a field-independent is individually oriented and much less influenced by environment. Analysis of variance showed that for these athletes there were no significant differences for the embedded figures test scores on age, sex, level of competition, and sports. The highest mean score of 13.86 was obtained by athletes older than 18 yr. of age.

APA, Harvard, Vancouver, ISO, and other styles

3

Lopez, Linda C. "Correlations of Selected Cognitive Styles with Cooperation in a Prisoner's Dilemma Game." Psychological Reports 77, no. 1 (August 1995): 242. http://dx.doi.org/10.2466/pr0.1995.77.1.242.

Full text

Abstract:

Measures of internality-externality, reflection-impulsivity, field dependence-independence, and cognitive complexity were administered to 96 subjects. Each subject also played an 84-trial prisoner's dilemma game. Against 3 different counterbalanced strategies, a correlation of .19 was obtained for field dependence and cooperation under the 25% cooperative treatment condition and .21 for times to match familiar figures and cooperation under the 75% cooperative treatment condition.

APA, Harvard, Vancouver, ISO, and other styles

4

Huang, Jianyi, and Li Chao. "Field Dependence versus Field Independence of Students with and without Learning Disabilities." Perceptual and Motor Skills 90, no. 1 (February 2000): 343–46. http://dx.doi.org/10.2466/pms.2000.90.1.343.

Full text

Abstract:

The Group Embedded Figures Test of Oltman, Raskin, and Witkin was administered to 60 high school students (30 with learning disabiliues and 30 without learning disabilities) to measure their cognitive styles of field dependence versus field independence. The analysis showed that the students with learning disabilities scored as more field dependent than those without learning disabilities.

APA, Harvard, Vancouver, ISO, and other styles

5

Macgillivray, Richard G., and Pierre Baron. "THE INFLUENCE OF COGNITIVE PROCESSING STYLE ON COGNITIVE DISTORTION IN CLINICAL DEPRESSION." Social Behavior and Personality: an international journal 22, no. 2 (January 1, 1994): 145–56. http://dx.doi.org/10.2224/sbp.1994.22.2.145.

Full text

Abstract:

Beck and his colleagues (Beck, Rush, Shaw and Emery, 1979; Sacco and Beck, 1985) have proposed that depressed people make specific depressotypic errors which are distinct from normal information processing, and which are actuated by depressogenic schemata. The theory of field dependence-independence of Witkin and his colleagues (Witkin and Goodenough, 1981), on the other hand, proposes a model of intraindividually developmentally-consistent cognitive styles, resistant to variation in clinical state. In an effort to resolve this discrepancy, it was hypothesized that the use of specific cognitive errors by clinically-depressed women would reflect their stable ongoing cognitive style, as well as their current depressive state. Thirty clinically depressed women were assessed; statistical profile analyses confirmed that field dependent women made more specific cognitive errors than field independent women. Similar but less specific findings were obtained when the effects of negative life event frequency and depression severity were statistically controlled. A prediction that style-consistent situational variables would differentially influence extent of endorsement of cognitive errors in women of different cognitive styles was not confirmed. These findings are discussed for their implications for Beck and Witkin's theories.

APA, Harvard, Vancouver, ISO, and other styles

6

Murphy, Patricia Helen. "Relationship of Field Dependence/Independence with Learning Styles and Locus of Control among Registered Nurses." Perceptual and Motor Skills 76, no. 3 (June 1993): 979–86. http://dx.doi.org/10.2466/pms.1993.76.3.979.

Full text

Abstract:

This study investigated the relations among scores on field dependence/ independence, learning styles, and locus of control for 199 Registered Nurses. Hypotheses were that nurses with higher scores on field independence would score higher on internal locus of control and nurses with scores on concrete learning styles would score higher on field independence and internal locus of control. The Group Embedded Figures Test, Learning Style Inventory, and the Internal-External Scale, and a demographic questionnaire were administered. Analysis showed that nurses were field dependent, used the Reflective Observation mode of learning, displayed abstract and active learning styles, and scored as internal on the measure of locus of control.

APA, Harvard, Vancouver, ISO, and other styles

7

Zhang, Li-fang. "Field-dependence/independence: cognitive style or perceptual ability?––validating against thinking styles and academic achievement." Personality and Individual Differences 37, no. 6 (October 2004): 1295–311. http://dx.doi.org/10.1016/j.paid.2003.12.015.

Full text

APA, Harvard, Vancouver, ISO, and other styles

8

Tinajero, Carolina, María Fernanda Páramo, Fernando Cadaveira, and Socorro Rodriguez-Holguin. "Field Dependence-Independence and Brain Organization: The Confluence of Two Different Ways of Describing General Forms of Cognitive Functioning? A Theoretical Review." Perceptual and Motor Skills 77, no. 3 (December 1993): 787–802. http://dx.doi.org/10.2466/pms.1993.77.3.787.

Full text

Abstract:

We reviewed a total of 67 studies of the relationship between the cognitive style dimension of field dependence-independence and brain organization. To date, such studies have followed three basic lines of approach: (1) cerebral localization of processes involved in field dependence-independence; (2) evaluation of the relationship between field dependence-independence and hemisphericity; (3) evaluation of the relationship between field dependence-independence and hemispheric differentiation. The results of all three types of study are largely coherent with the differentiation theory formulated by Witkin and his coworkers. In addition, findings to date are of interest in that they suggest new directions for more detailed investigation of the relationship between field dependence-independence and brain organization. These directions appear very promising for improving our understanding of both the nature of cognitive styles and the functioning of the brain in general.

APA, Harvard, Vancouver, ISO, and other styles

9

Marincola, Loretta B., and Gerald M. Long. "Perceptual Style and Dual-Task Performance as a Function of Task Difficulty and Task Emphasis." Perceptual and Motor Skills 61, no. 3_suppl (December 1985): 1091–105. http://dx.doi.org/10.2466/pms.1985.61.3f.1091.

Full text

Abstract:

Differences in dual-task performance by field-dependent and field-independent college students were investigated. The perceptual styles of the 102 subjects were determined by their performance on the Rod-and-Frame Test. Dual-task performance required the subjects to perform concurrently a central tracking task and a peripheral light-detection task. The effect of stress on dual-task performance was examined by employing three widely differing levels of tracking task difficulty. Three sets of instructions varied the relative importance of the two tasks within the dual-task situation. Both manipulation of task difficulty and instructional set had powerful effects on performance. However, performance differences among subjects with differing perceptual styles were found only on the central tracking task, with field-independent subjects consistently outperforming field-dependent ones. The results are discussed in terms of the theoretical basis for the perceptual style of field-dependence/field-independence as well as the potential value of this dimension in dual-task situations.

APA, Harvard, Vancouver, ISO, and other styles

10

McDaniel, Rudy, and Robert Kenny. "Evaluating the Relationship between Cognitive Style and Pre-Service Teachers’ Preconceived Notions about Adopting Console Video Games for Use in Future Classrooms." International Journal of Game-Based Learning 3, no. 2 (April 2013): 55–76. http://dx.doi.org/10.4018/ijgbl.2013040104.

Full text

Abstract:

This article explores the impact of perceptual cognitive styles on pre-service teachers’ attitudes toward video games. Using a cognitive style continuum measuring field dependence and field independence, the authors conducted an exploratory study to measure the potential impact of cognitive style on pre-service teachers’ dispositions towards the use of games in their future classrooms. Results showed that participants who planned on becoming teachers were generally found to be more field dependent than peers who elected other major fields of study. These participants also demonstrated a general reluctance towards using console games in their future classroom situations. After the brief experience playing the console game, however, these pre-service teachers’ attitudes changed significantly with regards to their game playing attitudes and preferences.

APA, Harvard, Vancouver, ISO, and other styles

Dissertations / Theses on the topic "Writing Field dependence (Psychology) Cognitive styles"

1

Tappmeyer, Mark Edward Fortune Ron. "The influence of field dependence-independence on writers' goal-setting strategies." Normal, Ill. Illinois State University, 1987. http://wwwlib.umi.com/cr/ilstu/fullcit?p8713230.

Full text

Abstract:

Thesis (D.A.)--Illinois State University, 1987.
Title from title page screen, viewed August 8, 2005. Dissertation Committee: Ronald J. Fortune (chair), John L. Brickell, Elizabeth S. McMahan, Maurice A. Scharton, Janet M. Youga. Includes bibliographical references (leaves 214-221) and abstract. Also available in print.

APA, Harvard, Vancouver, ISO, and other styles

2

Rush, G. Michael. "Effect of restructuring training and field-dependence-independence." Diss., Virginia Tech, 1990. http://hdl.handle.net/10919/37395.

Full text

APA, Harvard, Vancouver, ISO, and other styles

3

Miller, Angela L. "Creativity and cognitive style : the relationship between field-dependence-independence, expected evaluation, and creative performance." Virtual Press, 2006. http://liblink.bsu.edu/uhtbin/catkey/1347732.

Full text

Abstract:

This study explored the effects of cognitive style and expected evaluation on creativity. Past research has shown that an expectation of evaluation can have a negative impact on creativity, and those individuals classified as field-independent rather than field-dependent are more likely to have higher creativity scores. An interaction between expected evaluation and cognitive style was hypothesized. Participants created a collage to measure creativity, either with or without an expectation of evaluation, and then cognitive style was measured. The hypothesis was partially supported. The more field-independent an individual, the higher the creativity score. Those in the evaluation condition scored higher in creativity than those in the non-evaluation condition, but this effect disappeared when controlling for time and previous art experience. The effect of expected evaluation is discussed in terms of the experimental situation and the conceptualization of motivation. Further investigations of cognitive style and motivational conditions are suggested.
Department of Educational Psychology

APA, Harvard, Vancouver, ISO, and other styles

4

Tanner-Jones, Lou Ann. "Teacher preference for consultation model : a study of presenting problems and cognitive style /." free to MU campus, to others for purchase, 1996. http://wwwlib.umi.com/cr/mo/fullcitt?p9737873.

Full text

Abstract:

Thesis (Ph. D.)--University of Missouri-Columbia, 1996.
Unnumbered leaves at back are permission forms for use of information from Consulting Psychologists Press, Inc. Typescript. Vita. Includes bibliographical references (leaves 117-132). Also available on the Internet.

APA, Harvard, Vancouver, ISO, and other styles

5

Couch, Richard A. "The effects of imagery rehearsal strategy and cognitive style on the learning of different levels of instructional objectives." Diss., This resource online, 1990. http://scholar.lib.vt.edu/theses/available/etd-09162005-115023/.

Full text

APA, Harvard, Vancouver, ISO, and other styles

6

Blevins, Thomas E. "The effects of cognitive style and a supplantation technique on a picture detail recognition task taught by television." Diss., Virginia Polytechnic Institute and State University, 1986. http://hdl.handle.net/10919/49989.

Full text

Abstract:

The purpose of this study was to determine the effects of a supplantation technique (zoom) on field dependent and field independent learners in the teaching of a picture detail recognition task through television. Specific research questions included: will field dependent or independent cognitive style affect the student's ability to recognize picture details presented in a television format; will the zoom television technique affect the learning of a picture detail recognition task for students classified as field dependent or field independent; is there an interaction effect between cognitive style and television presentation mode; will recall increase across four learning trials, can the zoom technique be modeled successfully in other picture detail recognition tasks by field independent and field dependent subjects; and is there an interaction effect between the learning trials and the television presentation mode? Students were shown two videotape treatments: one under the zoom condition which acted as a supplantation device and one under a no-zoom treatment which withheld supplantation. A posttest only 2x2x4 repeated measures design was utilized. The independent variables were cognitive style, treatment condition, and learning trials. The dependent measures were four posttests measuring picture detail recognition. Results indicate that the zoom treatment did not produce significantly higher picture detail recognition scores for either field independent or field dependent learners. Cognitive style had no significant effect on students' picture detail recognition ability in a learning task presented by television. Also, there was no significant interaction between the treatment and cognitive style. There was a significant difference in mean student performance across the four picture detail recognition tasks, as well as a significant interaction between the treatment condition and the learning trials.
Ed. D.
incomplete_metadata

APA, Harvard, Vancouver, ISO, and other styles

7

Johanek, Cynthia L. "Cross-cultural learning styles studies and composition : re- examining definitions, generalizations, and applications of past field dependence-independence research." Virtual Press, 1993. http://liblink.bsu.edu/uhtbin/catkey/864905.

Full text

Abstract:

In recent years, the media have publicized the social problem of physical child abuse. This study examined three artifacts of physical abuse: the children's book Robin's Story, the popular song "Luka," and the television documentary Scared Silent: Exposing and Ending Child Abuse. Chapter One described each artifact and provided a literature review which detailed the writings about physical child abuse and artifacts discussing this topic. The chapter then posed research questions about how the artifacts viewed abused children and their abusers, the causes of abuse, and the solutions proposed for ending physical abuse.Chapter One finally discussed the narrative framework of rhetorical analysis used to examine the three artifacts. The narrative method used in this analysis employed three steps: 1) An examination of narrative structure, which discussed the plot of the story, the crucial points of the story and the events which supplemented those points, and the steps of breach, crisis, redress, and reintegration in the narrative; 2) An examination of narrative rationality, which talked about the completeness and true to life quality of the story and evaluated the reasons the rhetors gave for following the course of action endorsed by the story; and 3) An examination of narrative standards, including truth standard or how the narrative compares with what the audience believes is true; aesthetic standard or the grammar, setting, and characterization within the story, and ethical standard or the values expressed within the narrative. Chapter Two applied this framework to the children's book Robin's Story. Chapter Three viewed the popular song "Luka" through the narrative framework. Chapter Four discussed the documentary Scared Silent in terms of narrative analysis.Chapter Five then discussed the conclusions of the analysis for each artifact, artifacts discussing physical abuse, and for rhetoric. Some of the conclusions reached were that artifacts discussing physical child abuse should attempt to make their stories universal, that such artifacts need to distinguish between abuse and physical punishment, and that artifacts dealing with this problem must provide concrete courses of action to end physical abuse. This analysis concluded that, while narrative analysis provided the answers to the research questions, this framework needs to be made into a concrete method of rhetorical analysis to ensure that narratives are effectively evaluated. Narrative analysis was positive in this analysis, however, in that it supported the definitions of rhetoric as value, epistemology, motive, drama, meaning, and argument. This analysis found that, to end the problem of physical child abuse, rhetors must work with experts in this field and tailor artifacts from different perspectives to various audiences using different forms of media.
Department of English

APA, Harvard, Vancouver, ISO, and other styles

8

Rife, Nora Anne. "The relationship between psychological differentiation in field dependence-independence, cognitive flexibility-constriction, and performance anxiety in professional musicians /." Access Digital Full Text version, 1996. http://pocketknowledge.tc.columbia.edu/home.php/bybib/11975969.

Full text

Abstract:

Thesis (Ed.D.)--Teachers College, Columbia University, 1996.
Includes tables. Typescript; issued also on microfilm. Sponsor: Leah Blumberg Lapidus. Dissertation Committee: Harold F. Abeles. Includes bibliographical references (leaves 98-113).

APA, Harvard, Vancouver, ISO, and other styles

9

Flores-Rosales, Oscar. "An Empirical Investigation of Detail Design Tools and Cognitive Style of Software Developers." Thesis, University of North Texas, 1992. https://digital.library.unt.edu/ark:/67531/metadc279139/.

Full text

Abstract:

The purpose of this study is to identify what detail design tools are more productive for the different types of professional software developers. By establishing a match between the detail design tool and the cognitive style of the professional programmer, the end product (Information Systems) should be of a higher quality. Two laboratory experiments were conducted. The first experiment was with professional Software Developers; the second one was with students. The dependant variables considered in this study were the number of semantic errors and the time required to complete a design task for conditional logic. The independent variables were the cognitive style of the subject, the complexity of the task, and the detail design tools. Decision trees, flowcharts and pseudocode were used as detailed design tools. Field dependence was the only dimension of cognitive style that was tested.

APA, Harvard, Vancouver, ISO, and other styles

10

Hollister, Debra Lee. "Is there a difference in learning styles of honors versus non-honors students as assessed by the GEFT?" Doctoral diss., University of Central Florida, 2001. http://digital.library.ucf.edu/cdm/ref/collection/RTD/id/23649.

Full text

Abstract:

University of Central Florida College of Education Thesis
The goal of this research was ti find if there was a discernable difference in the preferred learning style of an honors student versus a non-honors student based on the Group Embedded Figures Test. Although many instructors use the lecture method to teach, it many not be the most productive tool for students to learn. The information from this study could be of help when an instructor is preparing to instruct a group of students in an honors, AP (advanced placement) or gifted class as to determine what activites would provide the best retention of material. The results of this study were analyzed to examine the variables of being an honors or non-honors student, gender, age, ethnicity, degree being persued and being a full time or part time student. According to the Chi2 analysis, it was found that there is no one lerning style that is preferred by students who take honors classes versus other students. It was also discovered that gender, age, ethnicity, degree being pursued and being either a full time or part time student did not impact preferred learning style for the students on the East Campus of Valencia Community College. Suggested use for this study would be to inform instructors and faculty that there is no one learning style preferred by the honors student. This information can not be reiterated enough to ensure that students are given many different types of opportunities to successfully accomplish their academic goals.
Ed.D.;
Doctorate;
Instructional Programs
Education;
Educational Foundations
98 p.
ix, 98 leaves, bound : ill. ; 28 cm.

APA, Harvard, Vancouver, ISO, and other styles

More sources

Books on the topic "Writing Field dependence (Psychology) Cognitive styles"

1

Khan, Sar B. Field-dependence and field-independence cognitive styles of intermediate and high school students in relation to differences in age/grade, gender, and academic and vocational orientations. Toronto: Department of Measurement, Evaluation, and Computer Applications, OISE, 1985.

Find full text

APA, Harvard, Vancouver, ISO, and other styles

2

Martínez, Christian Hederich. Estilo cognitivo en la dimensión de dependencia-independencia de campo: Influencias culturales e implicaciones para la educación. Bogotá, Colombia: Universidad Pedagógica Nacional, 2007.

Find full text

APA, Harvard, Vancouver, ISO, and other styles

3

1917-, Wapner Seymour, Demick Jack, and Herman A. Witkin Memorial Conference on Bio-Psycho-Social Factors in Field Dependence-Independence Cognitive Style Across the Life Span (1989 : Clark University), eds. Field dependence-independence: Cognitive style across the life span. Hillsdale, N.J: L. Erlbaum Associates, 1991.

Find full text

APA, Harvard, Vancouver, ISO, and other styles

4

Demick, Jack, and Seymour Wapner. Field Dependence-Independence: Bio-Psycho-social Factors Across the Life Span. Taylor & Francis Group, 2015.

Find full text

APA, Harvard, Vancouver, ISO, and other styles

5

(Editor), Seymour Wapner, and Jack Demick (Editor), eds. Field Dependence-independence: Bio-psycho-social Factors Across the Life Span. Lawrence Erlbaum, 1991.

Find full text

APA, Harvard, Vancouver, ISO, and other styles

6

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

Find full text

APA, Harvard, Vancouver, ISO, and other styles

7

Pelto, Joan McAlmond. Field sensitivity of Native American students at Oregon State University, as determined by the group embedded figures test. 1991.

Find full text

APA, Harvard, Vancouver, ISO, and other styles

Book chapters on the topic "Writing Field dependence (Psychology) Cognitive styles"

1

Holmes, Robyn M. "Cognition and Perception." In Cultural Psychology, 205–43. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780199343805.003.0006.

Full text

Abstract:

Chapter 6 explores the ways culture shapes our cognitive skills and abilities. It discusses cognitive thinking styles, measuring field dependence-independence, holistic and analytic cognition, and applying thinking styles to children’s classroom experiences. It discusses intelligence, intelligence models by Sternberg and Gardner, and culture-specific and cross-cultural studies on intelligence. It also addresses measuring intelligence, culture-specific intelligence tests, factors that shape intelligence such as socioeconomic status and cultural practices, and psychometric tests and cultural fairness. Finally, it explores IQ and social justice; Piaget’s theory; Piaget and culture; problem-solving and culture; and visual perception, including visual illusions and the carpentered world hypothesis. This chapter includes a case study, Culture Across Disciplines box, chapter summary, key terms, a What Do Other Disciplines Do? section, thought-provoking questions, and class and experiential activities.

APA, Harvard, Vancouver, ISO, and other styles

We offer discounts on all premium plans for authors whose works are included in thematic literature selections. Contact us to get a unique promo code!