Results are presented which suggest that the learning occurring between two sections of the Group Embedded Fiqures Test is independent of the order in which the sections are worked. (Author/GK)

The Witkin Group Embedded Figures Test and the Kolb Learning Style Inventory categorized 132 home economics students into learning style categories. All students tended to share the same predominant cognitive learning styles. The major style shown was that of diverger. (Author)

The Group Embedded Figures Test was completed by 89 of 110 Canadian business students. Most were moderately field independent, especially upper-class students. Men majoring in management scored higher than men in accounting and women in management. Women majoring in accounting scored higher than women in management. (SK)

A study was conducted to continue the assessment of the Group Embedded Figures Test (GEFT), to assess the value of the Hidden Figures Test (HFT), and to assess the usefulness of the two instruments used in combination as tools for predicting student success and early identification of students who may need special assistance in engineering…

The effect of field independence-dependence match or mismatch within the context of a communication task was examined. Results showed field-independent matched dyads performed better than field-dependent matched dyads, with the mismatched conditions' performance falling between the matched ones. (Author/GK)

Data gathered from a sample of 179 students at the College of Library and Information Science, University of Maryland, supported hypotheses relating field dependence/field independence to functional and institutional preferences and to undergraduate majors. (RBF)

Discourse processing involves an interaction of text based processes and prior knowledge. It was shown that college students varied in their relative employment of knowledge-based processes, and that individuals tended to be more "text bound" when they were more "stimulus bound" according to an embedded figures test.…

The Group Embedded Figures Test and Van Tilburg/Heimlich Teaching Style Preference instrument were completed by 31 agriculture student teachers (58% over age 25). Females were more field independent than the general female population. Overall, field independence was the preferred learning style and student-centered was the preferred teaching…

Sample of 25 preservice agriculture teachers completed Group Embedded Figures Test and Myers Briggs Type Indicator (MBTI), revealing that 11 were field dependent, 14 field independent; females tended to be more field independent; they preferred learner-centered approach to teaching; and on MBTI, 60 percent were Extroverted, 76 percent Sensing, 56…

Generalizability theory was used in this study of the Group Embedded Figures Test, which was administered to undergraduates in a mathematics course. Results indicated that the test has desirable psychometric characteristics, including test and item difficulty and item discrimination coefficients. (Author/GDC)

In two experiments, college student pairs who were given a systematic strategy for learning cooperatively from a text were compared with pairs who created their own strategies and with individuals who used the systematic or their own strategy. The cooperative learning strategy facilitated both initial learning and transfer. (Author/GDC)

This study attempts to resolve the conflict within lateral eye movement research by investigating the validity of the measure across a variety of tests of cognitive ability and preference, utilizing several procedures for scoring and classifying subjects on the measure. (Author/PN)

The structure of the Group Embedded-Figures Test was examined. Data from 173 females and 93 males were subjected to Johnson's complete-linkage cluster analysis and principal components analysis. The results showed the importance of simple form type, especially Form E, the cube, and of item position. (Author/RD)

Describes a study that examined five influences on college students' schemata to determine what affected their ability to make effective use of instructional thematic maps. Topics include use of the Group Embedded Figures Test to determine field dependence/independence; sex differences; student preferences for data representation types; and…

Results of the Group Embedded Figures Test and Myers Briggs Type Indicator for 178 agricultural education freshmen showed 56% were field independent (FI); field dependent (FD) and FI students differed in choice of major; FD students were more likely to have lower grade point average; and as their style moved from dependence to independence, grade…