Field Independence is a cognitive style characterized by the ability to perceive and process information without being influenced by external factors. Field independence is the opposite of field dependence, and it is the ability to think independently and take initiative in complex situations. It is a widely studied concept in psychology, and it has been found to be associated with a variety of cognitive, social, and emotional outcomes (Grigorenko, 2000).
Field independence is seen as a cognitive style that allows an individual to think independently and take initiative in complex situations. It has been found to be related to a number of cognitive, social, and emotional outcomes. For example, field independent individuals tend to be more autonomous, self-reliant, and self-directed (Grigorenko, 2000). They are also more likely to be able to accurately identify and remember details, are more successful in problem-solving tasks, and often have higher levels of creativity (Grigorenko, 2000).
Field independence is typically measured through the Group Embedded Figures Test (GEFT). This test is used to measure how well an individual can perceive and process information independently of external factors. It consists of a series of pictures that contain a figure embedded in a larger background. The individual is asked to identify the figure within the background. Individuals who are more field independent are more likely to be able to identify the figure without external cues or distractions.
Field independence has been found to be associated with a variety of outcomes. For example, field independent individuals tend to have better problem-solving skills, are more likely to take initiative in complex situations, and often have higher levels of creativity (Grigorenko, 2000). They are also more autonomous, self-reliant, and self-directed (Grigorenko, 2000).
The concept of field independence is an important one in psychology, as it is associated with a variety of cognitive, social, and emotional outcomes. It is typically measured through the GEFT, and it is important to note that field independence is not necessarily the same as intelligence. While field independent individuals may be more successful in certain tasks, it does not necessarily mean that they are more intelligent than field dependent individuals.
References
Grigorenko, E.L. (2000). Field dependence-independence: Construct validation and educational implications. School Psychology Quarterly, 15(3), 211-229.