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DEVELOPMENT OF FIELD DEPENDENT-FIELD INDEPENDENT COGNITIVE STYLE AND OTHER COGNITIVE FUNCTIONS IN SCHOOL CHILDREN
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DEVELOPMENT OF FIELD DEPENDENT-FIELD INDEPENDENT COGNITIVE STYLE AND OTHER COGNITIVE FUNCTIONS IN SCHOOL CHILDREN
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Journal Article
DEVELOPMENT OF FIELD DEPENDENT-FIELD INDEPENDENT COGNITIVE STYLE AND OTHER COGNITIVE FUNCTIONS IN SCHOOL CHILDREN
2012
Overview
Studies have shown that cognitive styles do not remain static, but they change over a period of time. Both boys and girls become more field independent with increase in their age. The present study examines the development of field dependent-field independent cognitive style and related cognitive functioning of school children. A sample of 220 school children (111 boys and 109 girls) of 7-12 years was selected randomly from four schools of Varanasi city and divided into three groups, i e., 7-8 (group-1), 9-10 (group-2), and 11-12 (group-3) years. Each child was given Story-Pictorial Embedded Figures Test (SPEFT), Figure Identification Task and Face Identification Task. Results revealed that the elder children were more Field Independent than younger children. More specifically, children of the second age group (9-10 years) scored significantly higher on SPEFT than the first age group (7-8 years). Similarly children of the third age group (11-12 years) scored higher on SPEFT than the first and second groups. However, the difference was significant only between the first and the third groups. Similar developmental trend has also been observed with regard to children's performance on Figure Identification and Face Identification tasks. Further, FI children scored higher on both Face and Figure Identification tasks as compared to their FD counterparts. [PUBLICATION ABSTRACT]
Publisher
MD Publications Pvt Ltd
Subject
