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Predicting Field Independence from Intelligence and Socioeconomic Status: A Univariate and a Multivariate Scheme.

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Bibliographic Details
Title: Predicting Field Independence from Intelligence and Socioeconomic Status: A Univariate and a Multivariate Scheme.
Language: English
Authors: Tomala, Gail, Pawelkiewicz, Walter, Connecticut Univ., Storrs. School of Education.
Peer Reviewed: N
Page Count: 15
Publication Date: 1978
Document Type: Reports - Research
Descriptors: Cognitive Style, Cognitive Tests, Intelligence Differences, Predictor Variables, Primary Education, Social Differences, Socioeconomic Influences, Test Validity
Assessment and Survey Identifiers: Rod and Frame Test
Abstract: The relationship between field independence, intelligence, and social class was investigated in a group of 150 kindergarten, second, and third grade children. The effect of social class upon field independence was also studied after controlling for intelligence. The Portable Rod and Frame Test was administered ten times using instructions developed for this age group. Intelligence was measured using the Otis-Lennon Intelligence Tests, and socioeconomic status was determined from the student's cumulative records and father's occupation. Low to moderate relationships were found among the two independent variables and field independence. Socioeconomic status correlated significantly with intelligence and with field independence. Intelligence correlated significantly with field independence. However, controlling for the effects of intelligence indicated that any positive relationship found between cognitive style and socioeconomic status was most likely exaggerated. It appeared that intellectual variables far outweighted socioeconomic differences in cognitive orientation. Data on the cognitive styles of students may have practical classroom applications. (Author/GDC)
Entry Date: 1979
Accession Number: ED164575
Database: ERIC
Description
Abstract:The relationship between field independence, intelligence, and social class was investigated in a group of 150 kindergarten, second, and third grade children. The effect of social class upon field independence was also studied after controlling for intelligence. The Portable Rod and Frame Test was administered ten times using instructions developed for this age group. Intelligence was measured using the Otis-Lennon Intelligence Tests, and socioeconomic status was determined from the student's cumulative records and father's occupation. Low to moderate relationships were found among the two independent variables and field independence. Socioeconomic status correlated significantly with intelligence and with field independence. Intelligence correlated significantly with field independence. However, controlling for the effects of intelligence indicated that any positive relationship found between cognitive style and socioeconomic status was most likely exaggerated. It appeared that intellectual variables far outweighted socioeconomic differences in cognitive orientation. Data on the cognitive styles of students may have practical classroom applications. (Author/GDC)