Field Dependence as a Limiting Factor in Solving a Complex Learning Problem

Abstract

Subjects in a prior study of complex learning often experienced difficulty in mastering the task because of an apparent reluctance to release one perceprual field and reconstrue the cask on a higher cognitive level. It was hypothesized that were this the correct explanation, the faster learners would be more field independent on a measure of field dependence, since independence has been defined in terms of ease in releasing one's anention from the immediate perceptual field. This hypothesis was tested with 22 undergraduate subjects for whom Group Embedded Figures Test scores were correlated with the number of trials to completion on the complex learning task. A moderate but significant correlation supported the hypothesis.