Field Dependency

Field-Dependence
Postscript
Portable Document Format

Individual learners vary widely in their abilities and psychological characteristics. One such important characteristic is field dependency and as such, papers relating to this subject are presented here. These include references to measuring tools, literature reviews of the field and educational implications. But first, here is a working definition of field dependency:

The more able an individual is at breaking up an organised field so as to separate relevant material from its context, or discern signal (the relevant) from noise (the incidental and peripheral), the more field independent that individual is.

Witkin et. al. 1977

Witkin, H. A., Moore, C. A., Goodenough, D. R. and Cox, P. W., Field-Dependent and Field-Independent Cognitive Styles and their Educational Research. Review of Educational Research, 47(1), 1-64, 1977.

Provides an excellent review of the theory and state of research as it stood in 1977. Perhaps a good place to start if you are new to the field.

Witkin et. al. 19971

Witkin, H. A., Oltman, P. T., Raskin, E. and Karp, S. A., Group Embedded Figures Test Manual. Palo Alto: Consulting Psychologists Press, 1971.

In this manual the Group Embedded Figures Test (GEFT) is presented. This is a paper and pencil test, where subjects are required to recognise and identify a target figure within a complex pattern. The more figures found, the better the individual is at the process of separation and, is said to be more field independent.

Goodenough 1976

Goodenough, D. R., The Role Individual Differences in Field Dependence as a Factor in Learning and Memory. Psychological Bulletin, 83(4), 675-694, 1976.

This paper presents, and draws conclusions from, a comprehensive review of the literature relating to field dependence as a factor in learning and memory. Contains some 150 references.

Frank 1984

Frank, B. D., Effect of Field Independence-Dependence and Study Technique on Learning From Lectures. American Educational research Journal, 21(3), 669-678, 1984.

Presents evidence that, due to more efficient note taking, field independent students out perform field dependent students. Suggests that field dependent students could be helped to improve their performance through a combination of training in note taking skills and the provision of external organisational aids, such as lecture outlines.

Frank and Keane 1993

Frank, B. M. and Keane, D., The Effect of Learner's Field Independence, Cognitive Strategy Instruction, and Inherent Word-List Organisation on free-recall Memory and Strategy Use. Journal of Experimental Education, 62(1), 14-25, 1993.

In this research the authors provide evidence that, when processing information, field dependent students are as equally likely to employ passive, less effective and inefficient cognitive strategies, such as rehearsal, as they are the more active, categorisation and thematic organisational strategies favoured by better performing field independent students. Suggests that field dependent students may benefit from re-organisation of the learning material to make the organisational structure more explicit. However ``this seams to imply that the student's cognitive style is fixed and that we must teach to it ...[consolidating] an already limited style of incorporating information''. Suggestions for further research are also given.

Dickstein 1968

Dickstein, L. S., Field Independence in Concept Attainment. Perceptual and Motor Skills, 27(), 635-642, 1968.

In this study, of 70 female collage and nursing students, the author reports that ``concept-attainment performance is more closely related to field-independence than to general intelligence'' with field independent out performing field dependent students.

Johnstone and Al-Naeme 1991

Johnstone, A. H. and Al-Naeme, F. F., Room for Scientific Thought?. International Journal of Science Education, 13(2), 187-192, 1991.

In this paper the authors present research findings into the relationship between field dependence/independence, working memory capacity and science examination performance. Findings indicate that students with high working memory capacity, but field dependent, performed like lower working memory capacity, field independent students. Also presents strategies to assist students during the first stages of new learning.