test of witkin
37354362
A test of Witkin's field dependence hypothesis.
Journal of abnormal and social psychology
Howard Young
6158587
A short form of Witkin's embedded figures test.
Journal of abnormal psychology
Douglas N Jackson
39741416
Structure of Witkin's Embedded Figures Test
A number of reports have indicated that Witkin's Embedded Figures Test correlates with performance on standard intelligence tests. This finding was replicated in a recent factor analytic study when the test loaded substantially on a factor best representing the performance subtests of the Wechsler Adult Intelligence Scale (WAIS) However, the embedded figures also loaded on an uncorrelated factor, in addition to those normally associated with the WAIS, which would relate well to Witkin's conception of psychological differentiation. These loadings on two uncorrelated factors suggested that the factorial structure of the Embedded Figures Test should be examined. An item analysis indicated a bi factorial structure and, as presently constituted, the scale will provide misleading and ambiguous information.
Perceptual and motor skills
Donna L Robinson
146206840
The application of Witkin's Field dependent, Field independent learning style in entrepreneurship education: A case of agricultural extension and education students at Razi University
The purpose of this descriptive correlational study was to determine students' learning modalities using Witkin's field dependent and field independent learning style (1976) Using stratified random sampling, 135 students in the Department of Agricultural Extension and Education participated in the study. Group Embedded Figures Test (GEFT) was used to collect data. Results revealed that the majority of students were field dependent. This learning style clearly indicates that students are skillful in recognizing entrepreneurial opportunities. However, they were not competent in other entrepreneurial process such as planning, coordinating, and venture creation. Moreover, males favored field independent learning style whereas females preferred a field dependent learning style. Results of this study have some implications for choosing adequate learning styles for entrepreneurship education. Further recommendations are given based on the findings of the study.
Khaledi Khoshghadam Athari Zahra Zarafshani Kiumars Ghahramani Mohammad
221968136
Identification of Student's Concept on Area Conservation in Solving Proof Task Based on Witkin's Cognitive Styles A Case of Indonesian Primary Student
Area Conservation is one of the basic geometry concept which is very important to be mastered as prerequiste knowledge for studying area concept in primary school. Knowing the concept of area conservation is giving opportunities for them exploring reasoning skill and limiting the use of formula at the early stage. This research is gaining information about student'conception of proof task by using area conservation problem. We identify and gather student task for finding out their conception in developing reasoning skill in verifying their conjecture on proof tasks. A sample students was chosen by their differences on cognitive styles, field dependent and field independent, by applying GEFT (Group Embedded Figure Test) adopted from Witkin. The data are analyzed by time triangulation, descriptive qualitative research design, for describing student's concept of area conservation in solving proof task. The result shows that field independent student have more concept of area conservation than field dependent student. The latter are only applying the compensation concept in proofing the area of plan figures.
Yurizka Melia Sari Retno Widyaningrum Shofan Fiangga
29631231
Cognitive Set Influences on Witkin's Rod and Frame Test
Witkin's field dependence theory is embroiled in conflict as research shows its primary assessment method, the Rod and frame Test, is influenced by situational events. This study explored the impact of an additional situational variable, locus of problem solving data search, a cognitive set modified from Rotter's (1966) work. Two experimental groups of hospitalized alcoholics received standard Witkin instructions plus instructions emphasizing either an internal or external search for problem solving cues. A control group received only Witkin's instructions. Analysis of variance showed the special instructions affected rod and frame scores in the predicted directions. The results were interpreted as indicating a need for a multi factor approach to analyzing the complex relationships of the Rod and frame Test.
Perceptual and motor skills
R H Reinking
54980799
A correlational study of cognitive style measured by the Myers Briggs Type Indicator and the Witkin group embedded figures test
This Thesis is brought to you for free and open access. It has been accepted for inclusion in Dissertations and Theses by an authorized administrator of PDXScholar. For more information, please contact pdxscholar@pdx.edu. Recommended Citation Muessle, Leith Wood, "A correlational study of cognitive style measured by the Myers Briggs Type Indicator and the Witkin group embedded figures test" (1989) Dissertations and Theses. Paper 3900.
Leith Wood Muessle
27613816
Correlations between Witkin's Group Embedded Figures Test and Nickel's Rod and Frame Test
A previous study of 64 third grade children attempted to assess the strength of the relationship between two forms of the rod and frame test, Man in a Box Tesc and the Nickel Portable Rod and Frame Test, and the Children's Embedded Figures Tesc Keogh Tardo, 1975 The results indicated that scores on the Nickel Portable Rod and Frame Test were related to those on the Children's Embedded Figures Tesc but not to the scores on the Man in a Box Test. The purpose of this study was to assess the relationship between scores on the Nickel Portable Rod and Frame Test (1971) and Witkin's Group Embedded Figures Test 1971) Over 100 undergraduates were screened for field dependence using Witkin's Group Embedded Figures Test 1971) For the second portion of the study 12 subjects, who scored between 1 and 5 correct out of a possible 18, were designated field dependent, and 12 subjects who scored between 13 and 18 correct were designated field independent. These 24 subjects were then asked to participate in the Rod and Frame Test (Nickel, 1971) There were 4 trials per subject, two with the frame tilted 28' to the right and two with the frame tilted 28' to the left. Presentations were counterbalanced over subjects and trials. Scores on the Embedded Figures Test were correlated by Pearson's method .72 (9 .01) with the scores on the Rod and Frame Test. The mean rod and frame score for field dependent subjects was 6.38 and the standard deviation was 9.83. For the field independent individuals, the mean was 1.31, with a standard deviation of 2.14. The significant negative coefficient seems to indicate chat there is some variance in common (51% for scores on the Group Embedded Figures Test and the Rod and Frame Test.
Perceptual and motor skills
Joanne C Preston Lynda L King
147530521
An exposure time effect in the Witkin rod and frame test
In the conventional Witkin rod and frame test (RFT) the effect of turning the rod with intermovement intervals of 1, 4, or 10 sec was investigated. A highly significant difference was found between the errors made by the 26 Ss in the three conditions. There was also a significant trend that indicated that increased exposure time impairs performance in the conventional RFT.
R W Hayes PeterH Venables
145768550
Administration Times for Witkin's Group Embedded Figures Test
The Group Embedded Figures Test 3 as a modified version of individual test makes group testing possible. The test has a pracrice section and two test sections, each of which contains 9 items. On each item the subject is requested to locate a simple form, printed on the back cover of the test booklet, within a larger complex figure. This task assesses the abiliry to perceptually disembed, but also provides information about the subject's cognitive sryle and his psychological differentiation (2 The norms for the test are based on standard times of 5 min. each for the second and third sections. The authors point out that "adjustment of time limits and directions will make possible a flexible instrument for use with groups widely diversified in age and background" (3, p. 28) Hughes (1) found that differences between male and female subjects tended to be reduced using an unlimited time for the Group Embedded Figures Test. The aim of the present study was to compare number correct in the standmd 5 min. time, a modified limit of 8 min. and unlimited time. The test was administered to 50 subjects, 25 men and 25 women, aged 21 to 32 yr. mean age 24 yr. G mo. following a course of specialization for primary school teachers. n e subjects were examined in very small groups 3 or 4 subjects for each group) without explicit time limits; after 5 min. and after 8 min. each on both Sections I1 and 111 the number of correctly performed items was recorded by the examiner. It was possible to obtain three different scores, corresponding respectively to standard, and modified limits and to unlimited time. Means and standard deviations for each of these scores, separately for men and women, are reported in the table.
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