Thesis (Ph. D.)--University of California, San Diego, 2003. / Vita. Includes bibliographical references (leaves 371-389).

Thesis (Ed.D.)--Teachers College, Columbia University, 1996. / Includes tables. Typescript; issued also on microfilm. Sponsor: Leah Blumberg Lapidus. Dissertation Committee: Harold F. Abeles. Includes bibliographical references (leaves 98-113).

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This study examined the effects of different imagery strategies and the cognitive style field dependence on the learning of different levels of instructional objectives. One hundred thirteen (113) college students from six (6) intact college classes participated. All students were given the Group Embedded Figures Test to determine their level of field dependence-independence. One of three treatments, mental images recreated from a previously presented visual, self-generated imagery from an audio presentation; and a control group, which received no instructions to use imagery, was randomly assigned to each intact group. The content of the lesson consisted of the Dwyer (1967) Experimental Instructional Materials. The dependent measures were five criterion tests designed by Dwyer (1967) to measure different levels of instructional objectives. Data was analyzed using a series of two-way Analysis of Variance procedures with type of imagery and cognitive style as independent variables and the five criterion tests as dependent variables. The results of this study indicate that there was no difference in the amount of learning when imagery was used as a rehearsal strategy for four of the five dependent measures; however, on the fifth test, the Identification Test, the use of self-generated imagery was less effective as a rehearsal strategy than either the recreated imagery strategy or the control group strategy. On four of the five dependent measures those students who were identified as field-independent demonstrated the anticipated higher level of learning when compared to the field-dependent students. However, on the fifth test, the Identification Test, field-dependent students performed as well as field-independent students. Imagery and cognitive style did not interact. / Ed. D.

Many people assume that editorial cartoons are easily understood by the bulk of the population. For this reason, editorial cartoons are often used as teaching materials in the classroom. Recent research, however, raises doubts as to the effectiveness of this practice. Investigations by Bedient (1971) and DeSousa & Medhurst (1982) determined that the majority of students (grade 5 through college) could not interpret editorial cartoons. These investigators went on to suggest that a logical next step would be to determine if editorial cartoon literacy can be taught. The cognitive style of the participants was examined to determine if the different teaching strategies were differentially effective vis-a-vis field dependence and field independence. Two presentations (treatments) were designed to model methods of reading editorial cartoons. The Whole Cartoon Analysis presented 25 editorial cartoons along with a 100-200 word interpretation of each cartoon. The Parse Analysis Treatment was accomplished in three steps rather than the one for the Whole method. In step one, the whole cartoon is presented with a short gloss of the meaning. In step two all of the cartoon is visually suppressed except for one visual meaning element. This element of the cartoon is discussed and then the next element of the cartoon is added, and so on until the entire cartoon is back on the screen at which point the overall meaning is discussed. The dependent variable of the investigation was the two-part Editorial Cartoon Interpretation Task. Part A asked each participant to enumerate the symbols in the cartoon and define them as to meaning. Part B asked the participant to write a short thematic interpretation of the cartoon. A two-way Analysis of Variance on the data revealed no significant differences in either the main effects or the interaction. / Ed. D.

It was hypothesized that field dependence and attention measures would differentiate accident-loaded and accident-free employees of a petroleum services company. Analysis of variance revealed main effects and a three-way interaction for the Rod-and-Frame Test. Main effects occurred for the Attention-Diagnostic Method and Embedded- Figures Test. No differences occurred for the Closure Test. Regression analysis produced an R (76) = .41, p < .01, with the Attention-Diagnostic Method contributing more to prediction. Equality-symmetry violations occurred in the data. Cautious interpretation was advised because of the assumption violations. The accident-loaded subjects produced consistently greater performance variances, which suggested general performance characteristics in several respects. Future research should be longitudinal-predictive, oriented from Kerr 's complementary safety theories.

Students come to science class with intuitive theories and ideas how the natural world works. These theories may conflict with accepted scientific concepts and can make subsequent learning in science very difficult. Since people differ in cognitive functioning, the nature of the remedial approach to these alternative conceptions is very important. In this study, high-school students used computer simulations or hands-on experimentation as a remedial approach to their alternative conceptions. It explored the effects of the remediation in the context of the learning style of field-dependence-independence. Also, the use of the instrument (the embedded figures test) for defining field-dependence-independence was explored as a diagnostic tool for determining students who possess alternative conceptions. An Analysis of Covariance was used to determine the main effects and interactions between the treatments (mode of remediation) and field-dependence-independence. The results of this study indicated that computer simulations and hands-on experimentation were both effective means for the remediation of the alternative conceptions of force and gravity. Also, the hands-on experimentation was shown to be more effective than the computer simulations. However, the study failed to show any evidence of the differential effects of field-dependence-independence on remediation of the alternative conceptions. There was also no indication of interactions between the independent variables. Although a relationship was shown to exist between the test for alternative conceptions and the instrument for determining field-dependence-independence, due to the low correlation and the expense of administration, the Group Embedded Figures Test was not recommended for the diagnosis of alternative conceptions in high school students. / Ph. D.

The purposes of this study were 1) to determine the field dependence/independence preference (FD/FI) of selected master's students and their choice of academic discipline, 2) to determine the FD/FI of selected master's students and their areas of specialization within their discipline (kinesiology, health promotion, recreation), 3) to determine the relationship between FD/FI and GRE scores, and 4) to determine the relationship between FD/FI and cumulative GPA. The Witkin Group Embedded Figures Test (GEFT) was used to test for FD/FI.

The purposes of this study were (1) to determine the difference between the cognitive style of low and high achieving students in an algebra course in a traditional high school and the cognitive style of low and high achieving students in an algebra course in a high school for dropouts, and (2) to determine the difference between the cognitive styles of low and high achieving males and females in an algebra class in a traditional high school and in a high school for dropouts. It was hypothesized that (1) low achieving mathematics students are more field-dependent than high achieving mathematics students in both the traditional high school and in the high school for dropouts, (2) female students are more field-dependent than male students in the mathematics classes of both schools, and (3) there will be a significant interaction on the achievement variable and the sex variable with respect to field-dependence in both schools.

The problem of this study was to discover the relationship between field-independent and field-dependent cognitive styles and social behaviors during free-play of preschool children in a school setting. This study also compared the field-independent and field-dependent cognitive styles and social behaviors during free-play between age-groups and sex-groups. Thirty-six children from a university child development laboratory were subjects. They were selected from a 3-year-old classroom and a 4-year-old classroom. The research instrument, the Preschool Embedded Figures Test, was utilized to measure field-independent and field-dependent cognitive styles. The children's social behaviors were observed during free-play for four consecutive weeks. The nine categories of social behavior were solitary, parallel, and group play; .unoccupied, onlooker, transitional, and aggressive behaviors; and conversations with teachers and conversations with peers. Correlations between field-independent and field-dependent cognitive styles and social behaviors indicated that field-independence/field-dependence was related to social orientations in preschool children and also related to the choice of play activity. Field-dependent children tended to engage in conversations with teachers more often than field-independent children. Four-year-old children who were field-independent tended to spend more time in solitary play than 4-year-old children who were field-dependent. Four-year-old boys who were field-independent tended to play more often in the manipulative learning center than 4-year-old boys who were field-dependent. There were significant differences between age-groups but not significant differences between sex-groups in field-independence/field-dependence. Some social behaviors were significantly different between age-groups and sex-groups. Three-year-old children participated significantly more in physically aggressive behavior and less in conversations with peers than 4-year-old children. Boys engaged significantly more in aggressive behavior than girls.