Páramo M F, Tinajero C
Departamento de Psicologia Evolutiva y de la Educacion, Universidad de Santiago de Compostale, Coruna, Spain.
Percept Mot Skills. 1990 Jun;70(3 Pt 2):1079-87. doi: 10.2466/pms.1990.70.3c.1079.
To ascertain whether there is any relationship between field dependence/independence and performance in school, the Children's Embedded Figures Test and Embedded Figures Test were applied to 103 10- to 14-yr.-olds (55 boys and 48 girls) in Grades 5 to 8 of primary education and Grade 1 of secondary education in Santiago de Compostela (Spain), and the scores were compared with their school marks in Mathematics, Spanish, Natural Sciences, and Social Sciences, and with their over-all mark. Field-independent children performed better in all subjects, especially boys. This finding appears unsupportive of the supposed neutrality of field dependence/independence and suggests that this dimension of cognitive style should be taken into account in education.
为了确定场依存性/独立性与学业成绩之间是否存在任何关系，对西班牙圣地亚哥德孔波斯特拉市小学五年级至八年级以及初中一年级的103名10至14岁学生（55名男生和48名女生）进行了儿童镶嵌图形测验和镶嵌图形测验，并将测验分数与他们在数学、西班牙语、自然科学和社会科学方面的学业成绩以及总体成绩进行了比较。场独立型儿童在所有科目上表现更好，尤其是男孩。这一发现似乎不支持场依存性/独立性具有所谓中立性的观点，并表明在教育中应考虑认知风格的这一维度。
