The purpose of this experiment was to examine field independence-dependence and hypothesis-testing. 218 field-independent is and 218 field-dependent Ss solved 24, four-trial learning set problems. Ss received 18 outcome problems (feedback) and 6 nonoutcome problems (no feedback). Analysis of the nonoutcome problems showed that field-independent Ss were more efficient hypothesis-testers than field-dependent Ss.
Get full access to this article
View all access options for this article.
References
1.
DavisJ. K.Conditional concept learning and cognitive style. Perceptual and Motor Skills, 1975, 40, 859–862.
2.
DavisJ. K.KlausmeierH. J.Cognitive style and concept identification as a function of complexity and training procedures. Journal of Educational Psychology, 1970, 61, 423–430.
3.
DicksteinL. S.Field independence in concept attainment. Perceptual and Motor Skills, 1968, 27, 635–642.
4.
FrenchJ. W.EkstromR. B.PriceL. A.Manual for Kit of Reference Tests for Cognitive Factors. Princeton, N. J.: Educational Testing Service, 1963.
5.
GrippinP. C.OhnmachtF. W.Relationship of field independence and dogmatism with an hierarchically arranged concept-learning task. Perceptual and Motor Skills, 1972, 34, 983–986.
6.
KaganJ.KoganN.Individual variation in cognitive processes. In MussenP. H. (Ed.), Carmichael's ‘Manual of child psychology.’Vol. 1. (3rd ed.) New York: Wiley, 1970. Pp. 1273–1365.
7.
LevineM.Mediating processes in humans at the outset of discrimination learning. Psychological Review, 1963, 70, 254–276.
8.
LevineM.Hypothesis behavior by humans during discrimination learning. Journal of Experimental Psychology, 1966, 71, 331–338.
9.
OhnmachtF. W.Effects of field independence and dogmatism on reversal and non-reversal shifts in concept formation. Perceptual and Motor Skills, 1966, 22, 491–497.
