Stereographic virtual environments display data in such a way that a user perceives objects within the displayed environment to be separated in depth from the display itself. The effectiveness of stereographic virtual environments as learning tools has been evaluated relative to factors such as multidimensional cues, user interaction, and learner characteristics. This study has examined the relationship between two evaluative factors: the presence of stereographic depth cues and field dependence, a learner characteristic associated with performance on visual tasks. Adult learners were identified on a field dependence continuum based on scores on the Group Embedded Figures Test. Each student received instruction related to the heart using stereographic materials or nonstereographic materials, depending on assignment to treatment group. All participants were given two tests, identification and terminology, following this instruction. The scores on the combination of these tests, denoted as the Modified Total Criterion Test (MTCT), represented the level of visual recall relative to the instructional materials reviewed. Analyses of variance revealed an interaction effect between the level of field dependence and the presence of stereographic depth cues within a virtual environment such that field independent participants scored higher on tests of visual recall within stereographic conditions versus nonstereographic conditions and field dependent participants scored lower within stereographic conditions versus nonstereographic conditions. / Ph. D.

by Leung Hiu-shan. / Thesis submitted in: June 1999. / Thesis (M.Phil.)--Chinese University of Hong Kong, 2000. / Includes bibliographical references (leaves 55-58). / Abstracts in English and Chinese. / ABSTRACT --- p.ii / ACKNOWLEDGEMENTS --- p.iv / TABLE OF CONTENTS --- p.v / LIST OF TABLES --- p.vi / LIST OF FIGURES --- p.vii / LIST OF APPENDICES --- p.viii / INTRODUCTION --- p.1 / Weak Central Coherence of Autism --- p.1 / Cognitive Style of Field Dependence/Independence --- p.4 / Visual Illusions --- p.5 / Summary of Previous research & Objectives and Hypotheses of Present Study --- p.8 / METHOD --- p.12 / Participants --- p.12 / Stimuli --- p.13 / Procedure --- p.19 / RESULTS --- p.24 / EFT --- p.24 / RFT --- p.26 / Correlation between EFT and RFT --- p.26 / Visual illusions --- p.30 / "Relationship between EFT, RFT and Visual Illusions" --- p.34 / Percentage of Subjects Succumbed/Not succumbed to Geometric Illusions --- p.44 / DISCUSSION --- p.44 / REFERENCES --- p.55 / APPENDICES --- p.59

This study was designed to examine whether a person's prepositioned cognitive style influenced learning achievement in a visually-oriented task for an online learning environment in higher education. Field dependence-independence was used to identify individuals' cognitive styles. A true experimental study was conducted in the fall 2005 term at the University of Central Florida. This researcher followed Dwyer and Moore's research (1991, 2002) and divided learners into three groups (field dependent [FD], field neutral [FN], and the field independent [FI] students). Eighty-three preservice teachers participated in this study; the data from 52 of the FD and the FI participants were analyzed to answer research questions. The findings in this study supported those in the literature review; students from both FD and FI cognitive styles performed equally well in online learning environments. In addition, for providing introductory-level instruction on visually-oriented tasks in an online learning environment, instructions which emphasized an FD approach benefited both FI and FD students in their knowledge-based learning achievement. In this approach, extra cues and sequence of content might have been the reasons that students had higher scores on their knowledge-based learning achievement and satisfaction levels. The findings of this study also indicated that students could demonstrate higher performance-based learning achievement if they had more experiences on the subject matter and higher knowledge-based learning achievement if they felt the instructions were easy to follow and the workload of the module was manageable. Based on the findings and conclusions, the recommendations are: (1) A larger sample size is needed to generalize the findings of the study; (2) In this study, student-to-student and teacher-to-student interactions might affect students' learning achievement. Future studies should consider those interactions as factors and examine their effect on students' learning achievement.

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The purpose of the present study is to identify 10th grade students&rsquo / use of proof schemes in geometry questions and to investigate the differences in the use of proof schemes with respect to their cognitive style and gender. The sample of the study was 224 tenth grade students from four secondary schools. Of those, 126 participants were female and 98 participants were males. Data was collected at the end of the academic year 2005-2006 through uses of two data collection instruments: Geometry Proof Test (GPT) and Group Embedded Figure Test (GEFT). GPT, included eleven open-ended questions on triangle concept, was developed by researcher to investigate students&rsquo / use of proof schemes. The proof schemes reported by Harel and Sowder (1998) were used as a framework while categorizing the students&rsquo / responses. GEFT developed by Witkin, Oltman, Raskin and Karp (1971) was used to determine cognitive styles of the students as field dependent (FD), field independent (FI) and field mix (FM). To analyze data, descriptive analyses, repeated measure ANOVA with three proof schemes use scores as the dependent variables and a 2 (gender) x 3 (cognitive styles: FD, FM, FI) multivariate analysis of variance (MANOVA) with three proof schemes use scores as the dependent variables was employed. The results revealed that students used externally based proof schemes and empirical proof schemes significantly more than analytical proof schemes. Furthermore, females used empirical proof schemes significantly more than the males. Moreover, field dependent students used externally based proof schemes in GPT significantly more than field independent students. Also, field independent students use analytical proof schemes significantly more than field dependent mix students. There was no significant interaction between gender and cognitive style in the use of proof schemes. The significant differences in students&rsquo / use of proof schemes with respect to their gender and FDI cognitive style connote that gender and FDI cognitive styles are important individual differences and should be taken into consideration as instructional variables, while teaching and engaging in proof in geometry and in mathematics.

La contribution relative des différentes entrées sensorielles dans le contrôle postural a souvent été étudiée dans le cadre de la posture érigée fondamentale. L’objectif de nos travaux a été de déterminer cette contribution dans deux postures relativement proches dans leur configuration : l’appui tendu renversé (ATR) et la verticale inversée (VI) en milieu aquatique. Si la vision est souvent considérée comme information principale dans le contrôle postural de la station érigée, la configuration structurelle (champ visuel restreint en ATR, immersion de l’œil en VI) de ces deux postures laisse imaginer un fonctionnement différent. La perturbation des différents capteurs sensoriels impliqués dans le contrôle postural a permis d’observer la réorganisation mise en place par le système nerveux central (SNC) pour y remédier. De plus la prise en compte d’un facteur perceptif comme la dépendance au champ visuel nous a paru être un élément pertinent pour tenter d’observer d’éventuelles différences interindividuelles dans les comportements des sujets. La perturbation du contrôle postural a été évaluée au travers d’une analyse cinématique et d’une analyse stabilométrique de l’ATR (analyse classique et non-linéaire). Les résultats de ces analyses laissent entrevoir des différences de stratégie entre les sujets dépendants et indépendants au champ visuel dans le contrôle de l’appui tendu renversé, ce qui ne semble pas être le cas en verticale inversée / The relative contribution of the different sensory inputs in erect postural control has often been studied. The aim of this work is to determine this contribution in two positions relatively close in their configuration: the handstand and the upside-down posture in water. If vision is often considered as the main information in postural control, the structural configuration (restricted visual field in handstand, eye’s immersion in upside-down posture) of these two postures lets imagine a different operation. Disruption of sensory receptors involved in postural control has allowed observing the reorganization implemented by the central nervous system (CNS). In addition, the visual field dependence appeared to be a relevant factor to observe interindividual behavioral differences. Disturbance of postural control was assessed through a kinematic analysis and a stabilometric analysis of the handstand (classical analysis and non-linear analysis). Results of these analyzes suggest different strategy according to visual field dependence in the control of the handstand, which does not seem to be the case in upside-down posture