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| British Journal of… | 1 |
| International Journal of… | 1 |
| Journal of Education for… | 1 |
| Perceptual and Motor Skills | 1 |
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| Al-Saai, Ahmad J. | 1 |
| Doucette, Pauline A. | 1 |
| Dwyer, Francis M. | 1 |
| Kelleher, William E. | 1 |
| Loo, Robert | 1 |
| Luk, Suet Ching | 1 |
| Murphy, H. Joseph | 1 |
| Young, Jeffrey D. | 1 |
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| Journal Articles | 4 |
| Reports - Research | 4 |
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| Group Embedded Figures Test | 4 |
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Peer reviewedMurphy, H. Joseph; Doucette, Pauline A.; Kelleher, William E.; Young, Jeffrey D. – Journal of Education for Business, 1997
The Group Embedded Figures Test was completed by 89 of 110 Canadian business students. Most were moderately field independent, especially upper-class students. Men majoring in management scored higher than men in accounting and women in management. Women majoring in accounting scored higher than women in management. (SK)
Descriptors: Business Education, Field Dependence Independence, Foreign Countries, Higher Education
Peer reviewedLoo, Robert – Perceptual and Motor Skills, 1982
The structure of the Group Embedded-Figures Test was examined. Data from 173 females and 93 males were subjected to Johnson's complete-linkage cluster analysis and principal components analysis. The results showed the importance of simple form type, especially Form E, the cube, and of item position. (Author/RD)
Descriptors: Cluster Analysis, Factor Analysis, Factor Structure, Foreign Countries
Peer reviewedLuk, Suet Ching – British Journal of Educational Technology, 1998
Two studies were conducted on the relationship between field dependence and academic learning in the context of distance learning; subjects were undergraduate nursing students in Hong Kong. In both studies, field independent nurses performed significantly better than field dependent ones, as indicated by a positive correlation between academic…
Descriptors: Academic Achievement, Correlation, Distance Education, Field Dependence Independence
Peer reviewedAl-Saai, Ahmad J.; Dwyer, Francis M. – International Journal of Instructional Media, 1993
A study of 279 females at the University of Qatar that received the Group Embedded Figure Test (GEFT) indicated no interaction between learning style (field independent FID/FD field dependent) and three visual treatment types. Findings indicate the possibility of designing instructional materials to reduce achievement differences between FID and…
Descriptors: Academic Achievement, Cognitive Style, College Students, Females
