Processing Differences in Relations between Ability and Field-Independence

Abstract

Scores on 21 tests of field-independence and convergent and divergent thinking from 375 adolescents were correlated and factor analyzed. Significant small to moderate correlations of ability and field independence were noted. Boys possibly used spatial cues directly on tasks of field-independence scores and girls verbal skills to transform the tasks to areas of their cognitive strength. Scores were interpreted as style not sex differences. A new look at test performance was proposed in terms of adapting tests to one's strengths in addition to accommodating to the demands of tests in the consideration of cognitive flexibility.