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Field independence: reviewing the evidence

Field independence: reviewing the evidence
Field independence: reviewing the evidence

Background

The construct of field independence (FI) remains one of the most widely cited notions in research on cognitive style and on learning and instruction more generally. However, a great deal of confusion continues to exist around the definition of FI, its measurement, and the interpretation of research results, all of which have served to limit our understanding of and practice in education.
Aims

This study reviews research evidence on FI and highlights key issues to frame a more informed agenda for future research.
Arguments

Caution needs to be exercised over the interpretation of the evidence around FI and field dependence (FD). In tests measuring FI only, it is inappropriate to use the term FD. FI is clearly correlated with measures of spatial ability; however, whether FI is just a measure of perceptual and more specifically spatial ability is a matter of debate. Furthermore, whether FI is just a cognitive ability or a cognitive style is not the central issue, as both can be developed. FI has a significant relationship with aspects of working memory and with other variables. It is especially important in the management and interpretation of complex cognitive tasks.
Conclusions

Field independence has an important role to play in the navigation of the complex and information-rich learning environments of the 21st century. It is therefore important to move beyond the present narrow focus on FI as a style or trait by acknowledging, embracing, and exploring the complexity of the interaction between individual and contextual variables.
0007-0998
210-224
Evans, Carol
feb8235f-ae58-46ab-847e-785137d61131
Richardson, John T. E.
2807ae78-c29e-4717-9dde-273963ea27d0
Waring, Michael
68c69509-bf3e-4115-90db-4e7389387eac
Evans, Carol
feb8235f-ae58-46ab-847e-785137d61131
Richardson, John T. E.
2807ae78-c29e-4717-9dde-273963ea27d0
Waring, Michael
68c69509-bf3e-4115-90db-4e7389387eac

Evans, Carol, Richardson, John T. E. and Waring, Michael (2013) Field independence: reviewing the evidence. British Journal of Educational Psychology, 83 (2), 210-224. (doi:10.1111/bjep.12015).

Record type: Article

Abstract


Background

The construct of field independence (FI) remains one of the most widely cited notions in research on cognitive style and on learning and instruction more generally. However, a great deal of confusion continues to exist around the definition of FI, its measurement, and the interpretation of research results, all of which have served to limit our understanding of and practice in education.
Aims

This study reviews research evidence on FI and highlights key issues to frame a more informed agenda for future research.
Arguments

Caution needs to be exercised over the interpretation of the evidence around FI and field dependence (FD). In tests measuring FI only, it is inappropriate to use the term FD. FI is clearly correlated with measures of spatial ability; however, whether FI is just a measure of perceptual and more specifically spatial ability is a matter of debate. Furthermore, whether FI is just a cognitive ability or a cognitive style is not the central issue, as both can be developed. FI has a significant relationship with aspects of working memory and with other variables. It is especially important in the management and interpretation of complex cognitive tasks.
Conclusions

Field independence has an important role to play in the navigation of the complex and information-rich learning environments of the 21st century. It is therefore important to move beyond the present narrow focus on FI as a style or trait by acknowledging, embracing, and exploring the complexity of the interaction between individual and contextual variables.

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More information

e-pub ahead of print date: 12 April 2013
Published date: June 2013
Organisations: Southampton Education School

Identifiers

Local EPrints ID: 373327
URI: http://eprints.soton.ac.uk/id/eprint/373327
ISSN: 0007-0998
PURE UUID: f999a970-d79e-4464-9850-184da661ffcc

Catalogue record

Date deposited: 14 Jan 2015 17:52
Last modified: 14 Mar 2024 18:52

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Contributors

Author: Carol Evans
Author: John T. E. Richardson
Author: Michael Waring

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