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Field dependence as a limiting factor in solving a complex learning problem.

R J Robertson, P Alfano

    Perceptual and Motor Skills
    |August 1, 1985
    PubMed
    Summary
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    Faster learners in complex tasks are more field independent, meaning they can easily shift attention. This study confirmed that individuals who are better at disengaging from immediate perceptions learn complex tasks more quickly.

    Area of Science:

    • Cognitive Psychology
    • Educational Psychology

    Background:

    • Complex learning tasks can be challenging due to difficulties in perceptual field shifting.
    • Field independence, the ability to disengage from the immediate perceptual field, is theorized to aid complex learning.

    Purpose of the Study:

    • To investigate the relationship between field independence and the speed of mastering complex learning tasks.
    • To test the hypothesis that greater field independence correlates with faster learning.

    Main Methods:

    • Utilized the Group Embedded Figures Test (GEFT) to measure field independence.
    • Correlated GEFT scores with the number of trials required to complete a complex learning task.
    • Sample consisted of 22 undergraduate students.

    Main Results:

    Related Experiment Videos

    • A moderate and statistically significant positive correlation was found between field independence (GEFT scores) and learning speed (fewer trials to completion).
    • The results support the hypothesis that field independence facilitates complex learning.

    Conclusions:

    • Field independence is a significant factor in the efficient acquisition of complex learning skills.
    • Strategies to enhance perceptual field independence may improve learning outcomes in complex domains.