An investigation of the relationships between cognitive style, visualization, and problem-solving in eighth-grade males and females

Harriette Johns Arrington, Purdue University

Abstract

The purpose of this study was to determine the strength of the relationships between field independence/dependence, visualization, and problem solving in adolescent males and females. Field independence/dependence was measured by the Group Embedded Figures Test, visualization by the Purdue Perceptual Screening Test, and problem-solving ability by the Developing Cognitive Abilities Test and the Visual Thinking for Verbal Problems Test. Subjects (100 eighth-graders) were administered the four measures during group testing sessions conducted at one-week intervals. Subjects who were field independent and highly visual (good at creating and manipulating images) and field dependent with low visualization were identified. Then, the relationship between these subjects' cognitive style and problem solving was examined. Data analysis employed correlation coefficients to examine relationships among problem solving, cognitive style, and visualization. Analysis of variance was also employed to check for significant differences between the mean scores for males and females on Part One (embedded figures) of the PPST, Part Two (successive figures) of the PPST, the spatial subset of DCAT, and GEFT scores, and for interactions between these variables. Statistical analysis revealed that all relationships tested between cognitive style, visualization, and problem solving resulted in positive correlations, Problem solving was positively related to cognitive style (.53) and visualization (.49). FI subjects with high visualization scored higher than FD subjects with low visualization on both problem-solving measures (t = 7.28, p $<$.01; t = 4.14, p $<$.01). Males were found to be more FI than females (t = 5.76, p $<$.001). Males scored higher than females on the embedded figures task and the relationships between Part One of the PPST and the GEFT were highly correlated for females, but no significant differences were found between sexes on the other spatial/perceptual ability tasks. No interactions were significant. That skill in visualization increases success in problem solving and that FI persons are more proficient problem solvers than FD persons were supported by the findings. Results of the present study supported research theory that males are better in some disembedding tasks. Results did not, however, support influence of gender in all spatial ability measures.

Degree

Ph.D.

Advisors

Russell, Purdue University.

Subject Area

Educational psychology

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