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Background: The rod and frame test (RFT), a measure of field dependence-independence, recently has reemerged as a measure of research interest and potential diagnostic value in neuropsychology. In the standard RFT, the subject experiences offsetting visual cues from a frame surrounding an embedded rod, while the subject's postural/vestibular cues provide the sense of verticality as the subject attempts to set the rod to vertical. The paper shows that RFTs not adhering to RFT parameters can reduce the test's visual framework impact experienced by the subject. Comparisons of neuropsychological studies will highlight that correct adherence to RFT testing conditions can strengthen RFT effects. Method: This review presents the parameters that have been studied which impact on subject performance on the RFT. It identifies how computer administered RFTs have been applied to enhance the study of the RFT parameters and make the RFT more accessible to the study of different diagnostic groups. The article also critiques studies by identifying how the RFT's parameters, study's design and statistical analysis may have diminished identifying the full effects of the RFT experience. Results: Parameters impacting judgments of verticality of the rod can include: perceived size of rod and frame, the gap between the ends of the rod and surrounding frame, presentation of the rod within an encompassing 3D visual framework that visually blocks out the surrounding environment, a dark room, instructions stressing egocentric vs allocentric strategies, double frame surrounding the rod to assess global perception effects, etc. Details are presented how gap size likely affected results in neuropsychology studies. Potentially, these and other experiments may be studied using computer administered RFTs. Conclusions: Based on the descriptions of computer administered RFTs, this article suggested that incorporating these technologies can provide better understanding underlying the RFT, and in turn, understanding neuropsychology processes. [ABSTRACT FROM AUTHOR]

This study aimed to compare a neuropsychological test tapping into executive control function, the Wisconsin Card Sorting Test (WCST), performed in either traditional paper-and-pencil (PP) or virtual reality (VR) modality, and to determine the role of human factors (i.e., sense of presence, cybersickness, field (in)dependence and video game experience) as contributors to performance and perceived mental effort. Indeed, if virtual assessment might bring the ecological dimension to controlled laboratory research, it is often suggested that human factors might bias performance. WCST performance and its associated perceived mental effort were compared between the two modalities (N = 107). In the VR modality (N = 52), a correlation matrix was conducted as well as a cluster analysis in order to build two experimental groups, or profiles, based on their subjective experience of VR. WCST performance and perceived mental effort were then compared between these two groups while controlling for age and education. Results outlined a similar WCST performance and perceived mental effort between the PP and VR modalities. However, when comparing the two VR groups, results suggest that an unfavorable profile for VR, i.e., less sense of presence, more cybersickness, more visual field dependence and less video game experience, is associated with greater perceived mental effort. These experimental findings enable outlining a new conceptual and methodological framework for the assessment of executive control task performance in VR. Results could help users to take human factors into consideration in order to fully exploit or predict the benefits of this tool. [ABSTRACT FROM AUTHOR]

Copyright of Avances en PsicologÍa Latinoamericana is the property of Colegio Mayor de Nuestra Senora del Rosario and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Brazilian Journal of Occupational Therapy / Cadernos Brasileiros de Terapia Ocupacional is the property of Cadernos de Terapia Ocupacional da UFSCar and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The purpose of this research was to analyze the effects of a writing strategy for text production among primary school students with different cognitive styles (CS) in the field dependence-independence (FDI) dimension. The writing strategy is based on collaborative work, autonomous work, and work integrating technology, which is referred to as ACOTEC. The study was developed with a population of 63 students distributed in two randomly formed groups: one control and one experimental group. The control group developed writing exercises guided by a conventional strategy following the writing teaching processes according to the institution’s curriculum, while the experimental group adopted the ACOTEC strategy for the writing exercises. The results show the promising effects of the strategy on improving text production skills among primary school students with different CS in the FDI dimension.

Creativity is a multifaceted construct that can be defined both in terms of process (e.g., divergent thinking) and product (e.g., a poem). Across years, it has been related to different cognitive and personality variables, including cognitive styles. The current systematic review aimed to summarize the literature on the relationships between field dependence-independence and creativity, considering both the creative process and creative production approaches. We selected eight studies using the Preferred Reporting Items for Systematic Reviews and Meta-Analyses rules. Findings revealed that a consistent number of studies focused on creative process mainly in terms of divergent thinking instead of convergent thinking, also providing misleading results. Additionally, only two studies focused on creative production, showing that field independents were more creative than field dependents. Given the contradictory results and the paucity of studies, we concluded that the association between field dependence-independence and creativity needs to be further investigated by more accurate empirical explorations. Limitations and future research directions are discussed. [ABSTRACT FROM AUTHOR]

Creativity is a multifaceted construct that can be defined both in terms of process (e.g.,divergent thinking) and product (e.g., a poem). Across years, it has been related to different cognitive and personality variables, including cognitive styles. The current systematic review aimed to summarize the literature on the relationships between field dependence–independence and creativity, considering both the creative process and creative production approaches. We selected eight studies using the Preferred Reporting Items for Systematic Reviews and Meta-Analyses rules. Findings revealed that a consistent number of studies focused on creative process mainly in terms of divergent thinking instead of convergent thinking, also providing misleading results. Additionally, only two studies focused on creative production, showing that field independents were more creative than field dependents. Given the contradictory results and the paucity of studies, we concluded that the association between field dependence–independence and creativity needs to be further investigated by more accurate empirical explorations. Limitations and future research directions are discussed.

While the cognitive predictors of visual illusions have been widely researched, thus far, the temperamental ones have not been studied. The dataset provides data on cognitive and temperamental determinants of the Müller-Lyer illusion recorded in a group of 170 participants aged 20–33. The cognitive predictors included: the field dependent-independent cognitive style and the efficacy of attention networks: alerting, orienting, and executive control. The dataset is related to the research findings in the paper ‘Cognitive and temperamental determinants of susceptibility to the Müller-Lyer illusion’ published in Personality and Individual Differences.

The biological motion refers to the continuous configuration movement of live agents in space. The perceptual processing of biological motion has the specificity of the dissociation between body form and body motion. However, there is limited evidence for whether such specificity continues when holding biological motion in working memory. We explored this question from the perspective of field dependence (FD) and field independence (FI) cognitive styles in the current study. Three categories of biological motion have been developed: intact movement, motion feature, and form feature. We examined the working memory capacity of motion features, form features, intact movements (Experiments 1-3), and the recognition of three categories of biological motion when remembering intact movements (Experiment 4). The results showed that for the motion features, FI individuals had better memory performance when remembering five items and showed greater working memory capacity and recognition compared with FD individuals, whereas the opposite pattern was observed between FI and FD individuals for the form features. The cognitive style could modulate the working memory storage of biological motion when the task becomes demanding, suggesting that body form and body motion are dissociable in working memory. Our study provided additional evidence for the specificity of biological motion processing in working memory, extending the hierarchical neural model. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

We examined the effects of the spatial complexity of flankers and target-flanker similarity on the performance of identifying crowded letters. On each trial, observers identified the middle character of random strings of three characters ("trigrams") briefly presented at 10° below fixation. We tested the 26 lowercase letters of the Times Roman and Courier fonts, a set of 79 characters (letters and non-letters) of the Times Roman font, and the uppercase letters of two highly complex ornamental fonts, Edwardian and Aristocrat. Spatial complexity of characters was quantified by the length of the morphological skeleton of each character, and target-flanker similarity was defined based on a psychometric similarity matrix. Our results showed that (1) letter identification error rate increases with flanker complexity up to a certain value, beyond which error rate becomes independent of flanker complexity; (2) the increase of error rate is slower for high-complexity target letters; (3) error rate increases with target-flanker similarity; and (4) mislocation error rate increases with target-flanker similarity. These findings, combined with the current understanding of the faulty feature integration account of crowding, provide some constraints of how the feature integration process could cause perceptual errors.

Figure-ground organization refers to the visual perception that a contour separating two regions belongs to one of the regions. Recent studies have found neural correlates of figure-ground assignment in V2 as early as 10-25 ms after response onset, providing strong support for the role of local bottom-up processing. How much information about figure-ground assignment is available from locally computed cues? Using a large collection of natural images, in which neighboring regions were assigned a figure-ground relation by human observers, we quantified the extent to which figural regions locally tend to be smaller, more convex, and lie below ground regions. Our results suggest that these Gestalt cues are ecologically valid, and we quantify their relative power. We have also developed a simple bottom-up computational model of figure-ground assignment that takes image contours as input. Using parameters fit to natural image statistics, the model is capable of matching human-level performance when scene context limited.

The watercolor effect is perceived when a dark (e.g., purple) contour is flanked by a lighter chromatic contour (e.g., orange). Under these conditions, the lighter color will assimilate over the entire enclosed area. This filling-in determines figure-ground organization when it is pitted against the classical Gestalt factors of proximity, good continuation, closure, symmetry, convexity, as well as amodal completion, and past experience. When it is combined with a given Gestalt factor, the resulting effect on figure-ground organization is stronger than for each factor alone. When the watercolor effect is induced by a dark red edge instead of an orange edge, its figural strength is reduced, but still stronger than without it. Finally, when a uniform surface is filled physically using the color of the orange fringe, figure-ground organization is not different from that for the purple contour only. These findings show that the watercolor effect induced by the edge could be an independent factor, different from the classical Gestalt factors of figure-ground organization.

We present a profile of male pilots having extensive flying experience, all of whom had been trained in the military. They completed the Eysenck Personality Questionnaire-Revised, short version, and the Sensation Seeking Scale (SSS), Form V; they then completed the Group Embedded Figures Task. On comparing the data of the pilots to both population norms and to previous data collected from participants who had military training, the pilots were found to be markedly better on the GEFT, indicating field independence, they scored lower on Neuroticism, and they scored higher on Experience Seeking. We thus present a distinctive profile for military pilots relative to others who had served in combat units in the military; in addition, we present a distinctive profile for these pilots when compared to population norms. These data might be put to good use in pilot selection and assessment.

Mixed-reality environments introduce innovative human-computer interaction paradigms assisted by enhanced visual content presentation which require from end-users to perform excessive cognitive tasks related to visual attention, search, processing, and comprehension. In such visually enriched interaction realms, individual differences in perception and visual information processing might affect users’ behaviour and immersion, given that such effects are known to exist in conventional computer environments, like desktop or mobile. In an attempt to shed light on whether, how, and why such effects persist within mixed-reality contexts, we conducted a between-subjects eye-tracking study (N=73) in which users interacted within either a conventional or a mixed-reality technological context, and adopted an accredited cognitive style theory to interpret the derived results. Analysis of results yielded that mixed-reality interaction realms amplified the effects of human cognitive style towards game-specific interaction behaviour and visual behaviour. Findings further support the added value of incorporating human cognitive factors in both design and run-time, aiming to provide adaptive and personalised features to end-users within mixed-reality interaction contexts. Such practical implications are also discussed in this paper. [ABSTRACT FROM AUTHOR]

This paper investigates the interplay among human cognitive processing differences (field dependence vs . field independence), alternative interaction device types (desktop vs . touch) and user authentication schemes (textual vs . graphical) towards task completion efficiency and effectiveness. A four-month user study ( N = 164) was performed under the light of the field dependence-independence theory which underpins human cognitive differences in visual perceptiveness as well as differences in handling contextual information in a holistic or analytic manner. Quantitative and qualitative analysis of results revealed that field independent (FI) users outperformed field dependent users (FD) in graphical authentication, FIs authenticated similarly well on desktop computers as on touch devices, while touch devices negatively affected textual password entry performance of FDs. Users' feedback from a post-study survey further showed that FD users had memorability issues with graphical authentication and perceived the added difficulty when interacting with textual passwords on touch devices, in contrast to FI users that did not have significant usability and memorability issues on both authentication and interaction device types. Findings highlight the necessity to improve current approaches of knowledge-based user authentication research by incorporating human cognitive factors in both design and run-time. Such an approach is also proposed in this paper. [ABSTRACT FROM AUTHOR]

This study explores the hypothesis related to a punctuated equilibrium process for conceptual change in science learning, in conjunction with the effects of four cognitive variables: logical thinking and field-dependence/field-independence, divergent and convergent thinking. The participants were fifth and sixth-grade elementary school pupils involved in different tasks, who were asked to describe and interpret chemical phenomena. Latent Class Analysis (LCA) was applied to children's responses, and three clusters or latent classes (LC1, LC2, and LC3) were identified, corresponding to hierarchical levels of conceptual understanding. The ensued LCs align with the theoretical conjecture about a stepwise conceptual change process that might go through various stages or mental models. These levels or stages are conceptualized as attractors, and changes between them were modeled as cusp catastrophes using the four cognitive variables as controls. The analysis showed that logical thinking acted as asymmetry factor, while field-dependence/field-independence, divergent and convergent thinking acted as bifurcation variables. This analytic approach presents a methodology for investigating conceptual change as a punctuated equilibrium process that adds to the nonlinear dynamical research with important implications for theories of conceptual change in science education and psychology as well. Discussion on the new perspective embracing the meta-theoretical framework of complex adaptive systems (CDS) is provided.

In the present study, the influence of the cognitive style called field dependence-independence on academic achievement of Brazilian university students was explored as well as the mediating effect of learning strategies on that influence. Learning strategies of 313 first-year university students (189 women and 124 men; M age = 20.86, SD = 3.86) from different fields, with upper, medium and lower scores on field dependence-independence were assessed on a self-report questionnaire and their overall academic marks in the first year were registered. Results of a regression analysis showed that cognitive style and learning strategies significantly contributed to academic achievement. A path analysis revealed that planning strategies mediated the influence of cognitive style on achievement.No presente estudo, a influência do estilo cognitivo dependência-independência de campo no rendimento acadêmico de estudantes universitários brasileiros foi explorada, bem como o efeito mediador das estratégias de aprendizagem nesta influência. As estratégias de aprendizagem de 313 estudantes universitários de primeiro curso (189 mulheres e 124 homens, idade M=20,86, DP= 3,86) a partir de diferentes domínios, com pontuações elevadas, intermediárias e baixas em dependência-independência de campo, foram avaliadas em um auto questionário e as suas médias globais de rendimento acadêmico no primeiro ano foram registradas. Resultados de uma análise de regressão mostraram que o estilo cognitivo e as estratégias de aprendizagem contribuem significativamente para o sucesso acadêmico. Uma path analysis revelou que as estratégias de planejamento mediam a influência do estilo cognitivo na sua realização.

The degree to which a person relies on visual stimuli for spatial orientation is termed visual dependency (VD). VD is considered a perceptual trait or cognitive style influenced by psychological factors and mediated by central reweighting of the sensory inputs involved in spatial orientation. VD is often measured with the rod-and-disk test, in which participants align a central rod to the subjective visual vertical (SVV) in the presence of a background that is either stationary or rotating around the line of sight--dynamic SVV. Although this task has been employed to assess VD in health and vestibular disease, what effect torsional nystagmic eye movements may have on individual performance is unknown. Using caloric ear irrigation, 3D video-oculography, and the rod-and-disk test, we show that caloric torsional nystagmus modulates measures of VD and demonstrate that increases in tilt after irrigation are positively correlated with changes in ocular torsional eye movements. When the direction of the slow phase of the torsional eye movement induced by the caloric is congruent with that induced by the rotating visual stimulus, there is a significant increase in tilt. When these two torsional components are in opposition, there is a decrease. These findings show that measures of VD can be influenced by oculomotor responses induced by caloric stimulation. The findings are of significance for clinical studies, as they indicate that VD, which often increases in vestibular disorders, is modulated not only by changes in cognitive style but also by eye movements, in particular nystagmus. [ABSTRACT FROM AUTHOR]

A counterbalanced measures design was used to examine whether the order of learning with a glass-box simulation about the life cycle of butterflies, and, a black-box simulation about the life of bees, differentially affected field-dependent and field-independent children's performance on two related knowledge tests. The children aged from 5 to 6.5 years old were classified into a field type based on their Children's Embedded Figures Test scores. Subsequently, they were assigned into Group A and Group B. Group A learned first with the glass-box simulation followed by the black-box simulation, while Group B used the tools in the reverse order. A statistically significant interaction effect was found between field type and order of learning with the simulations on the butterfly post-test performance, showing that learning first with the black-box simulation facilitated field-dependent children's subsequent learning with the glass-box simulation. The results tap on the issue about whether field dependence-independence is a cognitive ability or cognitive style, and the issue of the malleability of cognitive styles as well. Implications and future research directions are discussed. [ABSTRACT FROM AUTHOR]

Most prior studies regarding navigational efficiency of electronic maps mainly investigated map characteristics such as the frame of references of maps (track-up maps vs. north-up maps) and the map dimensionality (2D maps vs. 3D maps). However, relatively little research has been found regarding how user characteristics, especially a user’s cognitive style, affect the effectiveness of navigational displays. The present study examined how individuals’ field dependence-independence, as an essential dimension of cognitive styles, affects user performance in orienting and navigating tasks with 2D and 3D electronic maps. The results suggested field-independent individuals had higher mental rotation ability than field-dependent individuals. The results also indicated significant interactions between field dependence-independence and frame of reference on both orienting and navigating tasks. Field-independent (FI) individuals responded more quickly and with higher accuracy compared to field-dependent (FD) individuals when using north-up maps, but no such differences was revealed when track-up maps were used. This implication could be further utilized to improve user-centered designs of navigation displays by considering individual differences. [ABSTRACT FROM AUTHOR]

The notion that users' characteristics such as the cognitive ability affect their visual information processing is continuously increasing. This eye tracking user study investigated the association between adults' (N = 54) cognitive style and eye movement (EM) patterns while interacting with a set of visual tasks. Users' cognitive type was measured with the use of the Hidden Figures Test (HFT), which classifies them into field dependent (FD), field neutral (FN) and field independent (FI) individuals. Overall, the psychometric measures and the eye tracking-derived data were statistically examined revealing significant differences and large effect sizes among the two variables tested. Particularly, the findings demonstrated that the field dependence group exemplifies a more disoriented and disorganized EM activity. Hence, greater numbers of fixations and saccades are generated, contrary to the FN or FI users'. This research study adds further to the evidence and theory base of human-computer interaction for applications in the user-centred design by identifying how users' differences in cognitive style can be manifested in eye gaze patterns. [ABSTRACT FROM AUTHOR]

Introducción: el desarrollo de las actividades de la vida diaria de la forma más autónoma e independiente posible debería ser prioritario en la valoración y cuidado de las personas dependientes. Objetivo: detección y corrección de los problemas que evitan la alimentación autónoma e independiente en una usuaria de centro residencial. Método: estudio de caso de base cualitativa mediante observación participante. Desarrollo: mayo-junio de 2010. Resultados: se observaron los siguientes problemas que dificultan la correcta alimentación: dificultad en la movilización de brazos y manos para llevar la comida a la boca, nerviosismo y ansiedad durante las comidas y sobreprotección de los cuidadores. Al final del periodo de estudio nuestra usuaria consigue realizar las comidas de forma autónoma e independiente. Discusión: una valoración individualizada puede poner de manifiesto capacidades desconocidas en una persona. Tras la evaluación inicial, se detectaron los problemas que impedían la alimentación de forma independiente de nuestra usuaria y se estableció un plan de acción consensuado con ella. Se apreció un cambio sustancial: no solo era capaz de realizar una comida por sí misma con la mínima ayuda indispensable, sino que aumentó su autoestima.Introduction: the development of the Daily Life Activities in the most autonomous and independent way ever possible should be a priority in the evaluation and care of the dependent people. Objective: detection and correction of the problems that avoid the autonomous and independent feeding in a user of our residential center. Method: Case Study with qualitative base by means of participant observation. Development: may-june 2010. Results: the problems observed that impede the correct feeding were:difficult movements of arms and hands to take the food to the mouth, nervousness and anxiety during the meals and overprotection of the carers. At the end of the period of study our user managed to fulfil the meals in an autonomous and independent way. Discussion: an individualized evaluation can reveal capacities unknown in a person. After the initial evaluation, there were detected the problems that avoided the feeding in an independent way of our user and it was established a plan agreed with her. It was appreciated a substantial change, not only she was capable of feeding herself with the minimal indispensable help, but it was increased her selfsteem.

This study investigated the associations among intellectual styles in the three approaches: cognition-centered, personality-centered, and activity-centered approaches. Field dependence-independence, psychological types, and learning approaches were respectively selected as the representatives of the cognition-centered, personality-centered, and activity-centered styles. This study also explored the relationships between intellectual styles and ability as well as between intellectual styles and personality. The participants in this study were 510 students in a Chinese university. The results showed that the three style constructs did not significantly share common variance, implying that styles in different approaches likely represent different rather than similar constructs. Also, field dependence-independence strongly associated with ability, whereas psychological types and learning approaches strongly associated with personality. This suggested that different style constructs relate to ability and personality to different degree: cognition-centered styles may closely relate to ability, whereas personality-centered and activity-centered styles may highly relate to personality. [ABSTRACT FROM AUTHOR]

Past research has demonstrated that field dependence–independence (FDI) can affect academic performance, selective attention, and working memory. However, the underlying mechanism of how FDI modulates selective attention and working memory is still unclear. Using event-related potential (ERP) techniques, specifically with the contralateral delay activity (CDA), the present study found that the correct response rates and CDA amplitudes in the 2-item and 2-item–2-distractor conditions were comparable for field independence (FI) participants. Field dependence (FD) participants performed worse, and the CDA amplitude was enhanced when distractors appeared. These results indicated that FI participants can filter out task-irrelevant information more efficiently than FD participants. The main difference between FD and FI individuals is their inhibition function. [ABSTRACT FROM AUTHOR]

The present study investigated the problem-solving performance of 101 university students and their interactions with a computer modeling tool in order to solve a complex problem. Based on their performance on the hidden figures test, students were assigned to three groups of field-dependent (FD), field-mixed (FM), and field-independent (FI) learners, and were instructed to use integrated-format materials and Model-It in order to solve a problem about immigration policy. The results showed that there were significant differences among the three groups of learners in terms of their problem-solving performance. Consequently, the study employed educational data mining (EDM) methods in order to examine how FD and FI learners actually interacted with Model-It in order to solve the problem. The EDM methods provided rich analytical information and details about learners' interactions with the computer tool. Implications for designing effective joint cognitive systems are discussed. [ABSTRACT FROM AUTHOR]

In the present study, the influence of the cognitive style called field dependence-independence on academic achievement of Brazilian university students was explored as well as the mediating effect of learning strategies on that influence. Learning strategies of 313 first-year university students (189 women and 124 men; M age = 20.86, SD = 3.86) from different fields, with upper, medium and lower scores on field dependence-independence were assessed on a self-report questionnaire and their overall academic marks in the first year were registered. Results of a regression analysis showed that cognitive style and learning strategies significantly contributed to academic achievement. A path analysis revealed that planning strategies mediated the influence of cognitive style on achievement. [ABSTRACT FROM AUTHOR]

Cognitive styles are among the dimensions of individual differences considered particularly relevant in adaptive teaching. Field dependence-independence is one of the most heuristic cognitive style constructs and has been shown consistently to determine academic results of students, regardless of their educational level or cultural origin and the area of knowledge considered. This fact has prompted attempts to train field independence and a thriving line of investigation focused on the adaptation of instructional methods to cognitive style, which has been offering data which should be considered in educational practice. Studies made to date both on training and instructional adaptation have been gathered and synthesized in the present revision, and some general lines of action when adapting teaching to cognitive style have been extracted. [ABSTRACT FROM AUTHOR]

In this study, an attempt is made to integrate Nonlinear Dynamical Systems theory and neo-Piagetian theories applied to creative mental processes, such as problem solving. A catastrophe theory model is proposed, which implements three neo-Piagetian constructs as controls: the functional M-capacity as asymmetry and logical thinking and the degree offield dependence-independence as bifurcation. Data from achievement scores of students in tenth grade physics were analyzed using dynamic difference equations and statistical regression techniques. The cusp catastrophe model proved superior comparing to the pre-post linear counterpart and demonstrated nonlinearity at the behavioral level. The nonlinear phenomenology, such as hysteresis effects and bifurcation, is explained by an analysis, which provides a causal interpretation via the mathematical theory of self-organization and thus building bridges between NDS-theory concepts and neo-Piagetian theories. The contribution to theory building is made, by also addressing the emerging philosophical, - ontological and epistemological-questions about the processes of problem solving and creativity. [ABSTRACT FROM AUTHOR]

Field dependence–independence (FDI) has long been conceptualized and discussed as a cognitive style relevant to numerous educational approaches and outcomes. However, the FDI construct is most often measured as a cognitive ability, as opposed to a style, using instruments such as the Group-Embedded Figures test (GEFT) or the Hidden Figures Test (HFT). Specifically, FDI is typically measured as visuospatial ability and executive functioning in working memory. While measurement and use of FDI within psychological and educational research has often resulted in misleading or inconsistent discussion about cognitive styles, this review examines how the long history of FDI research continues to be relevant to contemporary instructional contexts. A broader recognition of FDI as ability is suggested in order to (a) better distinguish ability measurements from those of styles, (b) encourage a reinterpretation and awareness of theoretical connections among past studies that use instruments such as GEFT or HFT, and (c) highlight suggestions for future research and application, particularly with contemporary interactive multimedia learning tools. [ABSTRACT FROM AUTHOR]

This paper analyses the items of "Padrões" test - a multiple-choice computerized test of field dependenceindependence - considering the one, two or three parameters logistic models of Item Response Theory (TRI). A sample of 1918 candidates to an aeronautic course on Portuguese Air Force was considered. We analyzed the adjustment level for one parameter (1PL), two parameters (2PL) and three (3PL) parameters logistic models. Results show that 1PL adjusted to all items, 2PL adjusted to half, and 3PL didn't allow the assurance of the previous conditions. Data analysis suggest that the first reason for 2PL and 3PL models maladjustment is the lack of unidimensionality, which can be considered as an illustration of the basic exigencies for IRT implementation on psychological test construction and validation. [ABSTRACT FROM AUTHOR]

Abstract: The study investigated the extent to which two types of instructional materials and learner field dependence–independence affected learners’ cognitive load, time spent on task, and problem-solving performance in a complex system with a computer-modeling tool. One hundred and one primary student teachers were initially categorized into field dependent, field mixed, and field-independent learners based on their performance on the Hidden Figures Test, and were then randomly assigned to two experimental conditions. One group received a static diagram and a textual description in a split format, and the second group received the same static diagram and textual description in an integrated format. MANOVA revealed that the split-format materials contributed to higher cognitive load, higher time spent on task, and lower problem-solving performance than the integrated-format materials. There was also an interaction effect, only in terms of students’ problem-solving performance, between field dependence–independence and instructional materials, indicating that the facilitating effect of the integrated-format materials was restricted to the field-independent learners. Conclusions are drawn in terms of how the well-documented split-attention effect manifests itself irrespective of students’ field dependence-independence. Implications of the effects of reduced extraneous cognitive load on students’ problem-solving performance are also discussed. [Copyright &y& Elsevier]

Abstract: Susceptibility to false memory is influenced by exogenous factors (e.g. depth of processing), endogenous factors (e.g. age, emotion) and by some individual difference measures. The aim of this research was to assess an individual difference variable, Field Dependence–Independence, in the Deese–Roediger–McDermott (DRM) false memory paradigm. The DRM paradigm consists in displaying to participants lists of words that are associated with a non-presented critical lure and false memory is demonstrated when participants report the non-presented lure as having being presented earlier. We find here that Field-Dependent participants falsely recalled and recognized more critical lures than did Field-Independent participants, findings discussed here as due to the distinction between item-specific and relational processing strategies. [Copyright &y& Elsevier]

OBJECTIVE. I investigated developmental and ability differences on a visual-motor task that requires inhibition of misleading information. METHOD. Children, including those with and without learning disabilities, and adults copied simple line or dot figures inside a tilted frame with instructions to make the figures straight. Two response methods were used: drawing (motor) and placement of bars or washers (motor reduced). RESULTS. All participants were influenced by the misleading frame, making figures that deviated from true vertical in both motor and motor-reduced formats. Adults were less influenced than children, and children with learning disabilities were more influenced than their peers. Production of more complex figures resulted in increased influence of the misleading frame. CONCLUSION. The ability to inhibit misleading contextual information and find an appropriate frame of reference may be an important developmental process in visual-motor skill development. Implications for assessment and task analysis are discussed. [ABSTRACT FROM AUTHOR]

Background: Field dependence-independence (FDI) is a tendency to rely on external frames (given situations and authoritative people) or internal frames (oneself, including one's own body) for one's information processing and behavior. Literature has constantly reported that field-dependent (FD) individuals, who are less autonomous in decision-making processes and less effective in detecting and using body information (kinesthetic feedback and proprioceptive awareness), tend to demonstrate less desirable performance in sport, motor learning, and physical education settings compared with their field-independent (FI) counterparts. Little attempt, however, has been made to investigate whether FD individuals have less desirable physical activity (PA) levels than FI individuals. Lack of knowledge might pose a potential risk of health problems to FD individuals. Purpose: This study was intended to investigate and compare PA levels as well as organized sports participation between FI and FD middles school students. It was hypothesized that FDI would be associated with higher PA levels and more participation in organized sports for FI students as opposed to FD students. Participants and setting: One hundred and thirty eight middle school students (72 girls and 66 boys) in the USA participated in data collection of this study. Of these 138 participants, 46 FI participants (22 girls and 24 boys) and 46 FD participants (24 girls and 22 boys) were identified as final participants whose data were analyzed. Research design: A cross-sectional design was utilized in this study. Participants were grouped based on their FDI status, gender, and cross-classification of FDI status and gender to compare PA variables and participation in organized sports. FDI status and gender were independent variables, and PA variables and participation in organized sports were dependent variables. Data collection: The Rod-and-Frame Test was used to identify FI and FD participants, the Self-Administered Physical Activity Checklist was administered to determine participants' PA amounts, and a demographic inventory was employed to obtain information regarding participants' participation in organized sports. Data analysis: A two-way (FDI × gender) MANOVA was used to detect differences in PA variables among groups, and a Chi-square analysis was employed to test independence of FDI from participation in organized sports. An alpha of .05 was set for significant levels. Findings: This study revealed the contrasting PA levels and participation in organized sports between the FI and FD students. The FD students demonstrated much lower PA levels and were less engaged in organized sports than the FI students. Further, the FD students tended to choose activities that were less related to sports, resulting in shorter PA minutes and lower energy expenditure compared with the FI students. Conclusions: FDI is related to PA levels in addition to being related to sport, motor learning, and physical education. Specifically, FD students have lower sports potential and are less physically active compared with FI students and this could put FD students at a higher risk level in terms of health problems now and in the future. Lifestyle PA and other non-competitive activities might be good choices for FD students to enhance their PA levels. [ABSTRACT FROM AUTHOR]