P. Engelbrecht et Sg. Natzel, CULTURAL VARIATIONS IN COGNITIVE-STYLE - FIELD-DEPENDENCE VS FIELD INDEPENDENCE, School psychology international, 18(2), 1997, pp. 155-164
Research by Herman A. Witkin reports that one aspect of cognitive styl
e, namely field dependence/field independence, is affected significant
ly by socialization and child-rearing practices. The present cross-cul
tural project, using the Children's Embedded Figures Test, examined th
e cognitive style of 100 African American and 100 Black South African
males and females in grades 4 and 5. Hierarchical loglinear models wer
e utilized to uncover the complex relationships between gender (males
and females), culture (African Americans and Black South Africans) and
learning style (field dependence and field independence). The results
were significant and suggest that African Americans are more likely t
o be using a learning style characterized by field independence and Bl
ack South Africans are more likely to be using a learning style charac
terized by field dependence. No differences were found relative to gen
der for either group or for the two groups combined. Although no forma
l cross-cultural research has previously been done relative to cogniti
ve style in the context of these two groups, the findings are consiste
nt with the overall theoretical and historical research relative to fi
eld dependence and field independence.