Field dependence is a concept in the field of cognitive styles. It is a one-dimensional model of variation in cognitive style. The concept was first proposed by American psychologist Herman Witkin
Herman Witkin
Herman A. Witkin was an American psychologist who specialized in the spheres of cognitive psychology and learning psychology. He was a pioneer of the theory of cognitive styles and learning styles. He preferred to diagnose not by questionnaires but by other means, such as proje…
What is field dependence in cognitive psychology?
cognitive style where the person relies on external cues rather than internal cues. These people are susceptible to deceptive cues when identifying known elements in unknown settings. FIELD DEPENDENCE: "Joe showed field dependence by relying on the world around him.". FIELD INDEPENDENCE.
What is a field-dependent learning style?
Field-dependent learners. In the field-dependent/independent model of cognitive or learning style, a field-dependent learning style is defined by a relative inability to distinguish detail from other information around it. It can be compared to a field-independent learning style, which is defined by a tendency to separate details from...
Is the field-dependence/independence construct a broad cognitive style?
It was concluded that the field-dependence/independence construct represents perceptual ability, but not a broad cognitive style. 1. Introduction
What is the meaning of field independence and dependence?
Field dependence and field independence is an area of study in which individual differences in cognitive style have been identified. The construct relates to the degree to which a subjects perception or comprehension of information is affected by the surrounding perceptual or contextual field. The area was developed by Herman Witkin.
Why are field dependent learners so successful?
In the classroom. Activities that connect different parts of a lesson are useful for field-dependent learn ers.
What is a field dependent learner?
In the field-dependent/independent model of cognitive or learning style, a field-dependent learning style is defined by a relative inability to distinguish detail from other information around it.
Field Dependent Learners
Definition : You tend to rely on structure and on receiving direction. Basic Teaching Style : Instructors who give explicit direction, assignments, and guidelines. Potential Pitfall : Since you are so reliant on direction, you will need to build a strong support system. Be sure to have a strong source of emotional support.
Field Independent Learners
Definition : Tend to prefer autonomy; you like direction your own learning. Best Teaching Style : Instructors whose teaching style is not too structured and which allows students several options. Potential Pitfall : Doing everything your way can cost you incomplete or incorrect assignments.
What are the factors of exploratory principal component factor analysis?
Among the five factors, four factors were loaded with scales from the thinking styles scales and one factor was loaded with the GEFT subscales. Specifically, factor 1 was dominated by loadings that contrast the two scopes of thinking styles (internal and external styles) and by 2 thinking styles that are more creativity-generating (known as “Type I thinking styles”, see Zhang & Sternberg, 2000 ). Factor 2 was dominated by loadings of thinking styles that suggest a norm-conforming tendency (known as “Type II thinking styles”). Factor 3 was loaded by the three GEFT subscales. Factor 4 was dominated by Type I thinking styles. Finally, Factor 5 was dominated by the two contrasting levels of thinking styles: global and local. Detailed statistics from this factor analysis are shown in Table 3.
What is the field-dependence/independence construct?
In individual differences psychology, one of the long-standing debated issues has been focusing on the nature of the field-dependence/independence construct as defined in Witkin’s theory of psychological differentiation––the pioneer work in the study of intellectual styles . The present study examines the nature of the field-dependence/independence construct against academic achievement as well as against the thinking style construct as defined in Sternberg’s theory of mental self-government. Participants were 200 (154 female and 46 male) students enrolled in a large comprehensive university in Shanghai, the People’s Republic of China. Participants responded to the Group Embedded Figures Test and the Thinking Styles Inventory. Students’ academic achievements were also examined in relation to their field-dependence/independence (FDI) and thinking style scores. Major findings are (1) the FDI and the thinking style constructs were unrelated; and (2) whereas particular thinking styles were related to the students’ overall achievement in mathematics courses and courses in the Chinese language, the FDI scores were related only to students’ achievement in geometry. It was concluded that the field-dependence/independence construct represents perceptual ability, but not a broad cognitive style.
What are the findings of the FDI and the thinking style constructs?
Major findings are (1) the FDI and the thinking style constructs were unrelated; and (2) whereas particular thinking styles were related to the students’ overall achievement in mathematics courses and courses in the Chinese language , the FDI scores were related only to students’ achievement in geometry.
What is the Kirton Adaption Innovation Inventory?
Kirton also invented an instrument to measure cognitive style (at least in accordance with this model) known as the Kirton Adaption-innovation Inventory (KAI). This requires the respondent to rate themselves against thirty-two personality traits. A drawback of all the other efforts to measure cognitive style discussed above is their failure to separate out cognitive style and cognitive level. As the items on the KAI are expressed in clear and simple language, cognitive level plays no significant role. Scores on the A-I continuum are normally distributed between the extreme cognitive styles of high innovation and high adaptation.
What is the field dependence independent model?
The field dependence -independence model, invented by Herman Witkin, identifies an individual's perceptive behaviour while distinguishing object figures from the content field in which they are set. Two similar instruments to do this were produced, the Embedded Figures Test (EFT) and the Group Embedded Figures Test (GEFT) (1971). In both cases, the content field is a distracting or confusing background. These instruments are designed to distinguish field-independent from field-dependent cognitive types; a rating which is claimed to be value-neutral. Field-independent people tend to be more autonomous when it comes to the development of restructuring skills; that is, those skills required during technical tasks with which the individual is not necessarily familiar. They are, however, less autonomous in the development of interpersonal skills. The EFT and GEFT continue to enjoy support and usage in research and practice. However, they, too, are criticised by scholars as containing an element of ability and so may not measure cognitive style alone.
What is cognitive style?
Cognitive style or thinking style is a concept used in cognitive psychology to describe the way individuals think, perceive and remember information. Cognitive style differs from cognitive ability (or level), the latter being measured by aptitude tests or so-called intelligence tests.
What is group cohesion?
Group cohesion means, to keep the group aware of the importance of its members working well together. Kirton (2003) suggests that it is easier for a person to learn and assume a bridging role if their cognitive style is an intermediate one.
What is bridging in teams?
Another important concept associated with A-I theory is that of bridging in teams. Kirton (2003) defines bridging as "reaching out to people in the team and helping them be part of it so that they may contribute even if their contribution is outside the mainstream". Bridging is thus a task and a role, which has to be learnt. It is not a cognitive style. Bridging is also not leading, although the skilled leader may make use of persons they recognise as good bridgers to maintain group cohesion. Group cohesion means, to keep the group aware of the importance of its members working well together. Kirton (2003) suggests that it is easier for a person to learn and assume a bridging role if their cognitive style is an intermediate one. If person B assumes a bridging role which assists persons A and C to work well together in a team, then B's KAI score is recommended to be between those of A and C. Of course, it is only recommended that B's score lies between the scores of A and C, not that B's score lies near the KAI mean. All of A, B and C could be high-scoring innovators or, for that matter, high-scoring adaptors.
What is the left brain/right brain?
Robert Ornstein 's Hemispherical lateralisation concept (Carey, 1991), commonly called left-brain/right-brain theory, posits that the left hemisphere of the brain controls logical and analytical operations while the right hemisphere controls holistic, intuitive and pictorial activities. Cognitive style is thus claimed to be a single dimension on a scale from extreme left-brain to extreme right-brain types, depending on which associated behaviour dominates in the individual, and by how much.
What is the most popular multi-dimensional instrument for the measure of cognitive style?
A popular multi-dimensional instrument for the measure of cognitive style is the Myers–Briggs Type Indicator .
