Completion of the Group Embedded Figures Test by 237 secondary marketing education students determined that most students, particularly females, had only low to moderate restructuring skills, needed for complex cognitive tasks; and most had career goals congruent with their attitudes and social skills but not their cognitive aptitude for…

This research examined the learning style factor of field dependence/independence and the problem solving strategies of Hmong male refugee students 17 years old and older who were attending or planning to attend post secondary education institutions in Wisconsin and Minnesota. The research was conducted from July 1986 to July 1987 to test two…

A study examined two dimensions of higher-order problem-solving skills: the ability to solve problems in an embedded context and the attitudes and preferences toward problem solving that suggest vocational self-understanding. The variables of gender and field-dependence cognitive style were used. Subjects were 238 secondary school marketing…

A study was conducted to determine whether chess instruction would change the measure of a student's field-dependence or field-independence as determined by the Group Embedded Figures Test (GEFT) in the direction of stronger field independence. Field dependence/independence is a psychological construct referring to a global versus an analytical…

Compares performances of students on gas-law problems that require two distinct approaches, either the algorithmic technique or the conceptual gestalt. Indicates that student effectiveness is considerably different utilizing each approach and that training or experience with the algorithm process should not be expected to facilitate the…