María Fernanda Páramo

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.

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.

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.

Family process variables and field dependence–independence: a proposal for a new conceptual framework

Abstract The lack of a definitive theoretical framework has meant that many studies about the influence of family variables on field dependent–independent (FDI) cognitive style have been isolated efforts which have lost a great deal of their potential by being merely descriptive. This Chapter revisits family process variables which have been considered to be good predictors of FDI: involvement of fathers, autonomy of the child, family climate, and use of discipline. Results are presented which demonstrate a functional relationship between different types of family normative structure (flexible, rigid, and weak), and the child’s placement on the FDI dimension. From this dual point of departure several guidelines are proposed for the elaboration of an explicit theoretical model which allows a connection to be established between the Piagetian principles of development and the theory of psychological differentiation.