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Cultural Variations in Cognitive Style

Field Dependence vs Field Independence

University of Stellenbosch, South Africa

Shirley G. Natzel

Whitenall School District, Wisconsin, USA

Research by Herman A. Witkin reports that one aspect of cognitive style, namely field dependence/field independence, is affected significantly by socialization and child-rearing practices. The present cross-cultural project, using the Children's Embedded Figures Test, examined the cognitive style of 100 African American and 100 Black South African males and females in grades 4 and 5. Hierarchical loglinear models were 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 to be using a learning style characterized by field independence and Black South Africans are more likely to be using a learning style characterized by field dependence. No differences were found relative to gender for either group or for the two groups combined. Although no formal cross-cultural research has previously been done relative to cognitive style in the context ofthese two groups, the findings are consistent with the overall theoretical and historical research relative to field dependence and field independence.

School Psychology International, Vol. 18, No. 2, 155-164 (1997)
DOI: 10.1177/0143034397182004


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