Field Dependence-Field Independence in 5- to 10-Year-Old Children

A final random sample of 160 Provo, Utah, elementary school children ages 5 to 10, was included in a balanced cell format to investigate the effects of school as reflective of socioeconomic level, age, sex, and intelligence on performance on the Children's Embedded Figures Test (CEFT), a measur...

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Bibliographic Details
Published in:The Journal of educational research (Washington, D.C.) D.C.), 1971-05, Vol.64 (9), p.397-400
Main Author: Bigelow, Gordon S.
Format: Article
Language:English
Subjects:
Age
Age groups
Children
Cognitive style
Intelligence
Intelligence quotient
Sex linked differences
Social classes
Socioeconomics
State universities
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Summary:A final random sample of 160 Provo, Utah, elementary school children ages 5 to 10, was included in a balanced cell format to investigate the effects of school as reflective of socioeconomic level, age, sex, and intelligence on performance on the Children's Embedded Figures Test (CEFT), a measure of Witkin's field-dependence-independence hypothesis appropriate for use with young children. Results implied that (1) there may be differences on criterion performance according to relative social class; (2) age is the single best predictor of criterion performance, as significant differences proceeding from relative field-dependence to greater field-independence with increasing age were found; (3) there is a similar developmental pattern to increase in verbal intellectual power and increase in relative field-independence when all ages are considered together; (4) there were no significant similarities between field-dependence-independence and verbal intelligence within three of four specific ages investigated; (5) no sex differences in criterion performance were found.
ISSN:0022-0671
1940-0675
DOI:10.1080/00220671.1971.10884202