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56 high school students were administered the Group Embedded Figures Test and the Pictures of Facial Affect. A low Pearson product-moment correlation of .02 was obtained between the measures. Data indicated that field-dependent and field-independent individuals were not signficantly different in their skills of labeling pictures of facial affect.
The effects of socio-economic status, father's absence, family size, and birth order on the field dependence of Grade 6 elementary school children in Jamaica, West Indies, were examined. To 206 boys and 212 girls from 5 urban schools the Hidden Figures Test and a questionnaire were administered. For girls, but not for boys, field independence correlated significantly and positively with socio-economic status, but significantly and negatively with father's absence. No significant relation existed for the boys. Field dependence had no significant relation with family size and birth order.
Data on validity of the Group Embedded Figures Test for 22 sixth grade students (9 boys and 13 girls) were obtained. 50 wk. later all subjects were individually screened on the Portable Rod-and-Frame Test and after a period of 2 more weeks, when they were retested on the embedded figures, data on reliability were obtained. Long-term coefficients of stability of .80 and .71 for the 9 boys and 13 girls, respectively, were obtained. Coefficients of internal consistency ranged from .83 to .98 for boys and girls. Coefficients reflecting both construct and concurrent validity were -.60 and .00 for boys and girls, respectively. Customary sex differences with respect to field-dependence--independence were not observed for these small samples.
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The effect of practice and training in spatial skills on scores obtained by male and female students on the Embedded Figures Test was examined. Forms A and B were administered 6 wk. apart to three groups of subjects (ns = 28, 27, 27) enrolled in drafting, mathematics, and liberal arts courses. During the pretest-posttest period the drafting students received training while the other two groups served as controls. Analysis indicated (1) no initial sex difference in test scores; (2) liberal arts students differed significantly from drafting and mathematics students, but there was no significant difference between the last two groups; (3) all groups improved with practice; (4) women receiving training improved more than women who did not; (5) there was a trend toward women receiving spatial training scoring more poorly than males receiving training on the pretest, but there was no significant difference on the posttest. These results suggest that sex differences in embedded-figures scores found by many previous experimenters may have been associated with differences in prior experience in spatial skills and by a confounding of sex with area of academic study.
Among 106 college students scores on a spontaneous 20-min. essay were regressed on referents of verbal and visual spatial ability. 26% of the variability in writing articulation among males was accounted for by the regression of graded writing scores against logical relations and embedded figures tests. 82% of the variability in writing ability among (females was accounted for by the regression of graded writing scores on visual closure, reading comprehension, spatial visualization, and embedded figures tests. The use of verbal and visual sptial referents as predictors of the degree of articulation in spontaneous writing samples consistent with sex-specific models of.cerebral lateralization was described.
It has been demonstrated that feedback is effective in changing rod-and-frame performance for women if given the opportunity to adjust the rod to the vertical repeatedly from the same starting position. It is also shown that the significant difference between males and females in the Rod-and-frame Test is carried by the large difference in the initial tilting position.
Asymmetry of object-focused (gestural) and body-focused (self-touching) movements was investigated in a sample of 14 field dependent and 14 field-independent right-handed male college students. The data were obtained from standardized, videotaped interviews which consisted of an abstract and a concrete communicative task. Significant right-hand asymmetry was found for gestures which depict or represent (motor primary movements,p less than .01) but not for nonrepresentational speech primacy movements. In general, field-independents had greater right-hand asymmetry than field-dependents for object-focused movements, whereas field-dependents showed more left-hand asymmetry of self-touching. Results are discussed in terms of a possible relationship between extent of movements asymmetry and the use of visual imagery in verbal encoding.
This study investigated the relationship between field independence and defense clustering as measured by the Defense Mechanisms Inventory and lateral eye movements. Subjects had previously been classified either as hysterical or obsessive style by the Rorschach and WAIS Comprehension subtest. Previous findings indicate that these subjects have a preferred direction of lateral eye movement in a questioning format (hysterical style = left; obsessive style = right). This study found no relationship between field independence and defense clustering and lateral eye movements. To the extent that eye gaze indexes hemispheric activation, we conclude that neither field independence nor defense clustering was related to hemispheric lateralization.
This study examined the relationship between field dependence and short-term memory. It was predicted that relatively field-independent individuals would perform better on short-term memory tests in which a large amount of interference is assumed to be present than would individuals who are more field-dependent. Subjects' appraisals of their own attentional facility, as well as their thoughts and feelings about the experimental tasks, were also elicited, and were looked at in terms of their relationship to field dependence and short-term memory.
Past examination of the relationship between field-independence and age has indicated a developmental trend of increased field-independence up to 17 yr., with a movement toward greater field-dependence after this point. However, discrepancies between longitudinal and cross-sectional findings suggest that this relationship may be confounded by socioeconomic variables. The present study examined the age/field-dependence relationship in a sample of Northern Italians controlling for educational background. Results for females indicated statistical control of educational variables modified the age/field-dependence relationship, but did not for the male sample.
Subjects, 30 male and 30 female, were administered a unilateral tactile test, which requires the subject to judge line orientations. More field-independent individuals in the sample perceived line orientation significantly more accurately with their left hand than with their right hand, while more field-dependent individuals showed no significant lateral difference. However, a similar pattern was observed when a verbal comprehension measure was used as a criterion. The results are discussed as they relate to the hypothesis of a link between psychological differentiation and cerebral specialization.
The hypotheses that deaf students would be more field-dependent than hearing students and that their competence in communication skills would be positively related to field-independence were supported for a group of 77 male and 67 female deaf students. Step-wise multiple regression analyses of the data showed that for females spatial skills followed by communication skills were significant predictors of field-independence; for males spatial skills followed by the extent of hearing loss were significant predictors of field-independence. Sex differences found on tests of field-independence and spatial relations were consistent with those obtained from the hearing population. It was suggested that socialization experiences and competence in communication skills may influence development of field-independence in deaf students.
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The cleft palate experience includes events which are beyond the control of cleft palate children and their mothers. To investigate whether the experiences relate to other maternal and child variables, 44 cleft palate children, 9--18 years of age, and their mothers were compared to 61 control children and their mothers. Maternal variables included locus of control and perceived reactions to the child's birth. Child variables included locus of control, field dependence, parental perceptions, and teacher ratings. Mothers of children with cleft palates indicated a significantly greater negative impact at their children's births but did not indicate greater externality. Children with clefts were significantly more external in control, were more field-dependent, perceived parental reactions as more negative, and had more negative academic ratings. Mothers who were more external in locus of control had children who were more field-dependent and had more external control.
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