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Abstract(s)
Este artigo relaciona o estilo cognitivo "dependĂȘncia-independĂȘncia de campo" com o desempenho em tarefas envolvendo vĂĄrios processos e recursos de atenção. Com uma amostra de 98 crianças e 95 adolescentes portugueses, foram aplicadas quatro tarefas de atenção: capacidade de armazenamento (DĂgitos em ordem direta); memĂłria de trabalho verbal (DĂgitos em ordem inversa); capacidade para dirigir, mudar e manter a atenção (CĂłdigo); e capacidade de atenção sustentada (Teste de Atenção e Rastreio Visual, VSAT). Recorreu-se, ainda, Ă aplicação de uma prova de fator g, tendo em vista o controle da inteligĂȘncia. Os resultados revelam diferenças entre dependentes e independentes de campo, especialmente relevantes no grupo de crianças na prova de VSAT. Esses resultados abrem novas linhas de investigação para explicar a pior execução acadĂȘmica dos indivĂduos dependentes de campo.
The present study relates the "field dependence-independence" cognitive style to the performance on tasks involving several attention processes and resources. With a 98 Portuguese children and 95 Portuguese adolescents sample, four attention tasks were applied: storage capacity (Digits Forward Test); verbal working memory (Digits Backward Test); capacity to focus, shift, and maintain attention (Digit Symbol Test); and capacity for sustained attention (Visual Search and Attention Test, VSAT). It was also applied a factor g test for intelligence control. Results showed differences on attention processes between field-dependence and field-independence cognitive styles. These differences are more evident in the children subgroup on VSAT. These results open new research topics to explain lowest academic performance of field-dependent children.
The present study relates the "field dependence-independence" cognitive style to the performance on tasks involving several attention processes and resources. With a 98 Portuguese children and 95 Portuguese adolescents sample, four attention tasks were applied: storage capacity (Digits Forward Test); verbal working memory (Digits Backward Test); capacity to focus, shift, and maintain attention (Digit Symbol Test); and capacity for sustained attention (Visual Search and Attention Test, VSAT). It was also applied a factor g test for intelligence control. Results showed differences on attention processes between field-dependence and field-independence cognitive styles. These differences are more evident in the children subgroup on VSAT. These results open new research topics to explain lowest academic performance of field-dependent children.
Description
Keywords
Estilo cognitivo DependĂȘncia-independĂȘncia de campo Processos de atenção Cognitive style Field dependence-independence Attention processes