Predicting Field Independence from Intelligence and Socioeconomic Status: A Univariate and a Multivariate Scheme

The relationship between field independence, intelligence, and social class was investigated in a group of 150 kindergarten, second, and third grade children. The effect of social class upon field independence was also studied after controlling for intelligence. The Portable Rod and Frame Test was administered ten times using instructions developed for this age group. Intelligence was measured using the Otis-Lennon Intelligence Tests, and socioeconomic status was determined from the student's cumulative records and father's occupation. Low to moderate relationships were found among the two independent variables and field independence. Socioeconomic status correlated significantly with intelligence and with field independence. Intelligence correlated significantly with field independence. However, controlling for the effects of intelligence indicated that any positive relationship found between cognitive style and socioeconomic status was most likely exaggerated. It appeared that intellectual variables far outweighted socioeconomic differences in cognitive orientation. Data on the cognitive styles of students may have practical classroom applications. (Author/GDC)