Carolina Tinajero

Field dependence–independence and strategic learning

Abstract Cognitive style may influence the acquisition and application of efficient learning strategies. Among the dimensions of cognitive style identified to date, field dependence–independence (FDI) has been shown to be particularly important, given the wide diversity and transcendence of its educational implications. In particular, the characteristics demonstrated by extreme field dependent and independent subjects in different intellectual tasks lead to differential preferences expected of them in the use of learning strategies. These, in turn, could correspond to differences in the efficiency of use of strategies. In this chapter a review of the studies carried out to date about this subject is offered.

Cognitive style and learning strategies as factors which affect academic achievement of brazilian university students

No presente estudo, a influencia do estilo cognitivo dependencia-independencia de campo no rendimento academico de estudantes universitarios brasileiros foi explorada, bem como o efeito mediador das estrategias de aprendizagem nesta influencia. As estrategias de aprendizagem de 313 estudantes universitarios de primeiro curso (189 mulheres e 124 homens, idade M=20,86, DP= 3,86) a partir de diferentes dominios, com pontuacoes elevadas, intermediarias e baixas em dependencia-independencia de campo, foram avaliadas em um auto questionario e as suas medias globais de rendimento academico no primeiro ano foram registradas. Resultados de uma analise de regressao mostraram que o estilo cognitivo e as estrategias de aprendizagem contribuem significativamente para o sucesso academico. Uma path analysis revelou que as estrategias de planejamento mediam a influencia do estilo cognitivo na sua realizacao.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.

FIELD DEPENDENCE/INDEPENDENCE AND PERFORMANCE IN SCHOOL: AN ARGUMENT AGAINST NEUTRALITY OF COGNITIVE STYLE

To ascertain whether there is any relationship between field dependence/independence and performance in school, the Childrens Embedded Figures Test and Embedded Figures Test were applied to 103 10- to 14-yr.-olds (55 boys and 48 girls) in Grades 5 to 8 of primary education and Grade 1 of secondary education in Santiago de Compostela (Spain), and the scores were compared with their school marks in Mathematics, Spanish, Natural Sciences, and Social Sciences, and with their over-all mark. Field-independent children performed better in all subjects, especially boys. This finding appears unsupportive of the supposed neutrality of field dependence/independence and suggests that this dimension of cognitive style should be taken into account in education.

Field dependence-independence and brain organization: the confluence of two different ways of describing general forms of cognitive functioning? A theoretical review.

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.

The systems approach in developmental psychology: fundamental concepts and principles

Developmental Psychology seems to have come to an unifying theoretical framework which may make feasible to overcome the fragmentation so frequently referred to within the discipline. This is indicated by the widespread support being given to the systems approach, enriched by dialectic and contextual postulates. In this article, we briefly review the antecedents of this approach and explore its core concepts, indicating their roots and the precise way in which they are applied to developmental analyses today. We also examine the implications of the systems approach for developmental investigation, and its challenges.A Psicologia do Desenvolvimento parece ter chegado a uma estrutura teorica de trabalho que pode tornar possivel vencer a barreira da fragmentacao, frequentemente referida na disciplina. Isto pode ser verificado pelo vasto suporte dado a visao dos sistemas, enriquecido pelos postulados contextuais e dialeticos. Neste artigo, nos brevemente revisamos os antecedentes dessa abordagem e exploramos seus conceitos basicos (centrais), indicando suas origens e caminhos precisos nos quais eles sao aplicados na analise do desenvolvimento nos dias de hoje. Nos tambem examinamos as implicacoes da visao sistemica para investigacao do desenvolvimento e seus desafios.

Digits backward and the children's embedded figures test among school-age Spanish children.

This study examined whether performance on a single working-memory task (Digits Backward) was associated with scores on field-dependence-independence, as measured on the Childrens Embedded Figures Test. Four different age groups of children were tested (N = 144): 33 8-yr.-olds, 40 9-yr.-olds, 33 10-yr.-olds, and 38 11-yr.-olds. Children were classified into three groups (Field-dependent, Field-independent, and Intermediate) within each age range. Analyses of variance indicated performance on the Digits Backward was significantly higher for the children in the 11-yr.-old group than the youngest group (8-yr.-olds). Children in the Field-independent groups also had significantly higher scores than those in the Field-dependent or Intermediate groups. Theoretical and practical implications are discussed.

Comparative analysis of different correction methods for measuring Rod-and-Frame Test performance.

A comparative analysis was conducted of five different methods for scoring the Rod-and-Frame Test to examine the convergent validities of each of the five methods with performance on the Embedded Figures Test for a sample of 408 13- to 16-yr.-olds. The scoring methods included the absolute error, the algebraic error, the absolute value of the algebraic error, the frame effect, and an assessment of relative field dependence. Correlations obtained among the five methods and the Embedded Figures Test indicated different patterns for boys and girls. In general, the method which employed the absolute value of the algebraic error yielded the strongest convergent validity coefficients with scores on the Embedded Figures Test and Group Embedded Figures Test for boys (.62 and –.54, respectively), although, for girls, the absolute algebraic error and absolute error both yielded coefficients of .50 with Embedded Figures Test scores and –.46 with Group Embedded Figures Test scores.

Dependencia-independencia de campo: ¿nivel de desarrollo o estilo cognitivo?

ResumenA pesar de que la dependencia-independenciade campo se concibio inicialmente como una dimension carente de connotaciones valorativas y, por lo tanto, no equiparable a la inteligencia y/o al nivel de desarrollo, pronto fue cuestionado este supuesto, generandose un amplio debate que permanece abierto en nuestros dias. El enfoque evolutivo ha contribuido de manera importante al debate con datos e interpretaciones teoricas. En el presente trabajo se extracta y comenta dicha contribucion: se retoman lospuntos de coincidencia entre el estilo cognitivo y el modelo psicogenetico de Piaget, se revisa la evidencia empirica disponible en torno a la relacion entre los indices de dependencia-independenciade campo y las pruebas de desarrollo operatorio, asi como las interpretaciones teoricas que se han venido efectuando al hilo de la misma. Finalmente se aborda el constructo de movilidad-fijezay se comenta su convergencia con el nivel de desarrollo.

Self-Regulated Learning in Female Students with Different Cognitive Styles: An Exploratory Study

In the present study, the relationship between the cognitive style called field-dependence/independence and learning strategies was explored. Acquisition, encoding, retrieval, support, and meta-cognitive strategies of first-year psychology and social education students (all women; M age = 19.2 yr., SD = 1.7) with upper and lower quartile scores on field-dependence/independence were assessed on two self-report questionnaires and compared. Field-dependent students reported greater use of some learning strategies, specifically Self-instructions, Counter-distractions, Self-questioning, Self-monitoring, and Self-evaluation. The possible mediation of cognitive style on the influence of social desirability and a failure to activate appropriate strategies on accuracy of self-reports of learning strategies are discussed. Arguments and data are presented in favour of a distinction among the association of cognitive style with a tendency and capacity to use specific strategies and the benefits and manner of their application.

Futile debate on assessment of field dependence-independence.

A long-standing debate on assessment has troubled research on field dependence–independence. The main arguments and a recent measurement proposal by Riding, et al., are revised to illustrate the futility of this debate and to defend the strength of the cognitive style dimension.