Thesis (D.A.)--Illinois State University, 1994. / Title from title page screen, viewed March 21, 2006. Dissertation Committee: Ronald Fortune (chair), Ray Lewis White, William Woodson. Includes bibliographical references (leaves 156-162) and abstract. Also available in print.

Ph.D. (Psychology) / Please refer to full text to view abstract

No description available.

No description available.

This investigation was a synthesis of 35 research studies with a total sample size of 3,082 students selected on the basis of Witkin’s theory of Field Dependence-Independence. The Hunter-Schmidt approach to meta-analysis was used to determine if a difference in achievement exists between field dependent and field independent students within technology-based learning environments, and whether study, treatment or methodology variables influenced the effect size outcome. The results indicated an achievement difference in favor of field independent learners with a total mean weighted effect size of 0.426 and a pooled standard deviation of 0.311. However, a large proportion of population variance was not accounted for through statistical corrections. A subsequent moderator analysis indicated that the total heterogeneity for each moderator was significant; suggesting the variance among effect sizes was greater than could be expected by sampling error, and unidentified variables and study artifacts likely contributed to the overall effect size.

Thesis--M. Phil., University of Hong Kong, 1980.

published_or_final_version / Psychology / Master / Master of Philosophy

No description available.

This study explored the effects of cognitive style and expected evaluation on creativity. Past research has shown that an expectation of evaluation can have a negative impact on creativity, and those individuals classified as field-independent rather than field-dependent are more likely to have higher creativity scores. An interaction between expected evaluation and cognitive style was hypothesized. Participants created a collage to measure creativity, either with or without an expectation of evaluation, and then cognitive style was measured. The hypothesis was partially supported. The more field-independent an individual, the higher the creativity score. Those in the evaluation condition scored higher in creativity than those in the non-evaluation condition, but this effect disappeared when controlling for time and previous art experience. The effect of expected evaluation is discussed in terms of the experimental situation and the conceptualization of motivation. Further investigations of cognitive style and motivational conditions are suggested. / Department of Educational Psychology

Thesis (B.Sc.(Hons.)-- University of Adelaide, Dept. of Psychology, 1974.