Processos Atencionais e Dependência-Independência de Campo:
Estudo com Crianças e Adolescentes Portugueses
DOI:
https://doi.org/10.1590/S0102-37722009000400011Palavras-chave:
Estilo cognitivo, Dependência-independência de campo, Processos de atençãoResumo
Este artigo relaciona o estilo cognitivo “dependência-independência de campo” com o desempenho em tarefas envolvendo vários processos e recursos de atenção. Com uma amostra de 98 crianças e 95 adolescentes portugueses, foram aplicadas quatro tarefas de atenção: capacidade de armazenamento (Dígitos em ordem direta); memória de trabalho verbal (Dígitos em ordem inversa); capacidade para dirigir, mudar e manter a atenção (Código); e capacidade de atenção sustentada (Teste de Atenção e Rastreio Visual, VSAT). Recorreu-se, ainda, Ã aplicação de uma prova de fator g, tendo em vista o controle da inteligência. 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 acadêmica dos indivíduos dependentes de campo.
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Referências
Almeida, L. S. (1992). Bateria de Provas de Raciocínio Diferencial (BPRD). Manual. Braga: Universidade do Minho.
Amador, J. A., & Kirchner, T. (1999). Correlations among scores on measures of field dependence-independence cognitive style, cognitive ability, and sustained attention. Perceptual and Motor Skills, 88, 236-239.
Avolio, B. J., Alexander, R. A., Barrett, G. V., & Sterns, H. L. (1981). Designing a measure of visual selective attention to assess individual differences in information processing. Applied Psychological Measurement, 5, 29-42.
Baddeley, A., & Hitch, G. (1974). Working memory. Em G. H. Bower (Ed.), The psychology of learning and motivation: Advances in research and theory, Vol. 8 (pp. 47-89). New York: Academic Press.
Bahar, M., & Hansel, M. H. (2000). The relationship between some psychological factors and their effect on the performance of grid questions and word association tests. Educational Psychology, 20, 349-364.
Baillargeon, R., Pascual-Leone, J., & Roncadin, C. (1998). Mental-attentional capacity: Does cognitive style make a difference? Journal of Experimental Child Psychology, 70, 143-166.
Bennink, C. D. (1982). Individual differences in cognitive style, working memory, and semantic integration. Journal of Research in Personality, 16, 267-280.
Burton, J. K., Moore, D. M., & Holmes, G. A. (1995). Hypermedia concepts and research: An overview. Computers in Human Behavior, 11, 345-369.
Cahoon, R. (1970). Vigilance performance under hypoxia. Journal of Applied Psychology, 54, 479-483.
Chao, L., Huang, J., & Li, A. (2003). A study of field independence versus field dependence of school teachers and university students in mathematics. Perceptual and Motor Skills, 97, 873-876.
Clark, H. T., & Roof, K. D. (1988). Field dependence and strategy use. Perceptual and Motor Skills, 66, 303-307.
Cochran, K. F., & Davis, J. K. (1987). Individual differences in inference processes. Journal of Research in Personality, 21, 197-210.
Davis, J. K., & Cochran, K. F. (1990). An information processing view of field dependence-independence. Em O. N. Saracho (Ed.), Cognitive style and early education (pp. 61-78). New York: Gordon and Breach Science.
Fernández Ballesteros, R., Macia, A., Ruiz, J. M., Fernández Lagunilla, E., Del Villar, M. V., & Díaz Vega, P. (1980). Influencia de la dependencia-independencia de campo sobre el efecto del feedback en una tarea de tiempos de reacción. Revista de Psicología General y Aplicada, 35, 589-595.
Forbes, J., & Barrett, G. (1978). Individual abilities and task demands in relation to performance and satisfaction on two repetitive monitoring tasks. Journal of Applied Psychology, 63, 188-196.
Forns, M., Kirchner, T., & Amador, J. A. (1989). Nivel de activación y variables de personalidad. Revista de Psicología General y Aplicada, 42, 469-473.
Gathercole, S. E., & Pickering, S. J. (2000). Assessment of working memory in six-and seven-year-old children. Journal of Educational Psychology, 92, 377-390.
Goode, P. E., Goddard, P. H., & Pascual-Leone, J. (2002). Event-related potentials index cognitive style differences during a serial-order recall task. International Journal of Psychophysiology, 43, 123-140.
Guisande, M. A., Páramo, M. F., Tinajero, C., & Almeida, L. S. (2007). Field dependence-independence cognitive style: An analysis of attentional functioning. Psicothema, 19, 572-577.
Guisande, M. A., Tinajero, C., & Páramo, M. F. (2005, agosto). Are there any factors that may influence the course of cognitive development? Working memory and field dependence-independence cognitive style. Painel apresentado na XIIth European Conference on Developmental Psychology, Tenerife, Espanha.
Guisande, M. A., Tinajero, C., Rodríguez, M. S., Cadaveira, F., & Páramo, M. F. (2004). El estilo cognitivo dependencia-independencia de campo y el uso de estrategias globales versus analíticas. Em F. Miras, N. Yuste & F. Valls (Eds.), IV Congreso Internacional de Psicología y Educación: Calidad Educativa (pp. 2255-2261). Almería: Universidad de Almería.
Hale, J. B., Hoeppner, J. A. B., & Fiorello, C. A. (2002). Analyzing digit span components for assessment of attention processes. Journal of Psychoeducational Assessment, 20, 128-143.
Huteau, M. (1987). Style cognitif et personalité. La dépendance-indépendance du champ. Lille: Presses Universitaires.
Hutton, U. M. Z., & Towse, J. N. (2001). Short-term memory and working memory as indices of children’s cognitive skills. Memory, 9, 383-394.
Johnstone, A. H., & Al-Naeme, F. F. (1991). Room for scientific thought? Journal of Science Education, 13, 187-192.
Karp, S. A., & Konstadt, N. L. (1971). The children’s embedded figures test (CEFT). Em H. A. Witkin, P. K. Oltman, E. Raskin & S. A. Karp (Eds.), A manual for embedded figures test (pp. 21-26). Palo Alto: Consulting Psychologist Press.
Kirchner, T., Forns, M., & Amador, J. A. (1990). Relaciones entre las dimensiones de dependencia-independencia de campo, introversión-extroversión y tiempos de reacción. Anuario de Psicología, 46, 53-63.
Kush, J. C. (1996). Field-dependence, cognitive ability, and academic achievement in Anglo American and Mexican students. Journal of Cross-Cultural Psychology, 27, 561-575.
Lezak, S. (1995). Neuropsychological assessment (3a. ed.). New York: Oxford University Press.
Mansfield, E. A. (1997). Working memory development in adolescence: A neo-Piagetian investigation. Tese de Doutorado, University of Northern Colorado, Greeley.
Marendaz, C. (1985). Precedence globale et dependance du champ: Des routines visuelles? Cachiers de Psychologie Cognitive, 5, 727-745.
Martínez Selva, J. M. (1987). Locus de control, dependencia de campo y reflejo de orientación. Psicologemas, 1, 145-154.
Messick, S. (1984). The nature of cognitive styles: Problems and promise in educational practice. Educational Psychologist, 19, 59-74.
Miyake, A., Witzki, A., & Emerson, M. (2001). Field dependence-independence from a working memory perspective: A dual-task investigation of the Hidden Figures Test. Memory, 9, 445-457.
Moore, S., & Groos, S. (1973). Influence of critical signal regularity, stimulus event matrix, and cognitive style on vigilance performance. Journal of Experimental Psychology, 99, 137-139.
Niaz, M. (1989). Relation between Pascual-Leone’s structural and functional M-space and its effects on problem solving in chemistry. International Journal of Science Education, 11, 93-99.
Ohlmann, T., & Carbonnel, S. (1983). Dependance-independance a l’egard du champ et activites classificatoires sur objets significatifs. Em T. Ohlmann (Ed.), La pensée naturalle (pp. 275-285). Rouen: Presses Universitaires.
Páramo, M. F., Corral, M., Rodríguez, S., Tinajero, C., & Cadaveira, F. (1999, julho). Cognitive functioning and field dependence-independence cognitive style. Painel apresentado na VI European Congress of Psychology, Rome, Itália.
Pascual-Leone, J. (1997). Constructivismo dialéctico como fundamento epistemológico de la ciencia humana. Revista Interamericana de Psicología, 31, 1-26.
Raven, J. C. (1947). Progressive matrices (Series A, Ab, B). London: H. K. Lewis.
Rozencwajg, P. (1991). Analysis of problem solving strategies on the Kohs Block Design Test. European Journal of Psychology of Education, 6, 73-88.
Saito, S. (2001). The phonological loop and memory for rhythms: An individual differences approach. Memory, 9, 313-322.
Saud, G., Rodríguez, S., & Niaz, M. (1993). Further evidence relating mental capacity, short-term storage space, and operational efficiency. Perceptual and Motor Skills, 76, 735-738.
Simões, M. R. (1995). O Teste das Matrizes Progressivas Coloridas de Raven. Em L. S. Almeida, M. R. Simões & M. Gonçalves (Eds.), Provas psicológicas em Portugal (pp. 221-252). Braga: APPORT.
Sweetland, R. C., & Keyser, D. J. (Eds.) (1991). Tests: A comprehensive reference for assessments in psychology, education, and business (3ª ed.). Austin: Pro-ed.
Tinajero, C., Corral, M., Cadaveira, F., & Páramo, M. F. (1998, julho). Atención, percepción y estilo cognitivo en niños. Trabalho apresentado no II Congreso Iberoamericano de Psicología, Madrid, Espanha.
Tinajero, C., & Páramo, M. F. (1997). Field dependence-independence and academic achievement: A re-examination of their relationship. The British Journal of Educational Psychology, 67, 199-212.
Trenerry, M. R., Crosson, B., DeBoe, J., & Leber, W. R. (1990). Visual Search and Attention Test. Odesa, FL: Psychological Assessment Resources.
Tsakanikos, E. (2006). Associative learning and perceptual style: Are associated events perceived analytically or as a whole? Personality and Individual Differences, 40, 579-586.
Wechsler, D. (1998). Escala de Inteligencia Wechsler para Niños-Revisada (4a ed.) Madrid: TEA. (Trabalho original publicado em 1974)
Witkin, H. A., Oltman, P. K., Raskin, E., & Karp, S. A. (1971). A Manual for the Embedded Figures Tests. Palo Alto: Consulting Psychologists Press.
Zelazo, P. D., Muller, V., Frye, D., Marcovitch, S., Angitis, G., Boseovski, J., Chiang, J. K., Hongwanishkul, D., Schuster, B. V., & Sutherland, A. (2003). The development of executive function in early childhood. Monographs of the Society for Research in Child Development, 68, 124-137.
Zhang, L. F. (2004). Field-dependence/independence: Cognitive style or perceptual ability? ”“ Validating against thinking styles and academic achievement. Personality and Individual Differences, 37, 1295-1311.
Zhu, J., & Weiss, L. (2005). The Wechsler Scales. Em D. P. Flanagan, J. L. Genshaft & P. L. Harrison (Eds.), Contemporary intellectual assessment: Theories, tests and issues (2nd ed.) (pp. 297-324). New York: Guilford.
Amador, J. A., & Kirchner, T. (1999). Correlations among scores on measures of field dependence-independence cognitive style, cognitive ability, and sustained attention. Perceptual and Motor Skills, 88, 236-239.
Avolio, B. J., Alexander, R. A., Barrett, G. V., & Sterns, H. L. (1981). Designing a measure of visual selective attention to assess individual differences in information processing. Applied Psychological Measurement, 5, 29-42.
Baddeley, A., & Hitch, G. (1974). Working memory. Em G. H. Bower (Ed.), The psychology of learning and motivation: Advances in research and theory, Vol. 8 (pp. 47-89). New York: Academic Press.
Bahar, M., & Hansel, M. H. (2000). The relationship between some psychological factors and their effect on the performance of grid questions and word association tests. Educational Psychology, 20, 349-364.
Baillargeon, R., Pascual-Leone, J., & Roncadin, C. (1998). Mental-attentional capacity: Does cognitive style make a difference? Journal of Experimental Child Psychology, 70, 143-166.
Bennink, C. D. (1982). Individual differences in cognitive style, working memory, and semantic integration. Journal of Research in Personality, 16, 267-280.
Burton, J. K., Moore, D. M., & Holmes, G. A. (1995). Hypermedia concepts and research: An overview. Computers in Human Behavior, 11, 345-369.
Cahoon, R. (1970). Vigilance performance under hypoxia. Journal of Applied Psychology, 54, 479-483.
Chao, L., Huang, J., & Li, A. (2003). A study of field independence versus field dependence of school teachers and university students in mathematics. Perceptual and Motor Skills, 97, 873-876.
Clark, H. T., & Roof, K. D. (1988). Field dependence and strategy use. Perceptual and Motor Skills, 66, 303-307.
Cochran, K. F., & Davis, J. K. (1987). Individual differences in inference processes. Journal of Research in Personality, 21, 197-210.
Davis, J. K., & Cochran, K. F. (1990). An information processing view of field dependence-independence. Em O. N. Saracho (Ed.), Cognitive style and early education (pp. 61-78). New York: Gordon and Breach Science.
Fernández Ballesteros, R., Macia, A., Ruiz, J. M., Fernández Lagunilla, E., Del Villar, M. V., & Díaz Vega, P. (1980). Influencia de la dependencia-independencia de campo sobre el efecto del feedback en una tarea de tiempos de reacción. Revista de Psicología General y Aplicada, 35, 589-595.
Forbes, J., & Barrett, G. (1978). Individual abilities and task demands in relation to performance and satisfaction on two repetitive monitoring tasks. Journal of Applied Psychology, 63, 188-196.
Forns, M., Kirchner, T., & Amador, J. A. (1989). Nivel de activación y variables de personalidad. Revista de Psicología General y Aplicada, 42, 469-473.
Gathercole, S. E., & Pickering, S. J. (2000). Assessment of working memory in six-and seven-year-old children. Journal of Educational Psychology, 92, 377-390.
Goode, P. E., Goddard, P. H., & Pascual-Leone, J. (2002). Event-related potentials index cognitive style differences during a serial-order recall task. International Journal of Psychophysiology, 43, 123-140.
Guisande, M. A., Páramo, M. F., Tinajero, C., & Almeida, L. S. (2007). Field dependence-independence cognitive style: An analysis of attentional functioning. Psicothema, 19, 572-577.
Guisande, M. A., Tinajero, C., & Páramo, M. F. (2005, agosto). Are there any factors that may influence the course of cognitive development? Working memory and field dependence-independence cognitive style. Painel apresentado na XIIth European Conference on Developmental Psychology, Tenerife, Espanha.
Guisande, M. A., Tinajero, C., Rodríguez, M. S., Cadaveira, F., & Páramo, M. F. (2004). El estilo cognitivo dependencia-independencia de campo y el uso de estrategias globales versus analíticas. Em F. Miras, N. Yuste & F. Valls (Eds.), IV Congreso Internacional de Psicología y Educación: Calidad Educativa (pp. 2255-2261). Almería: Universidad de Almería.
Hale, J. B., Hoeppner, J. A. B., & Fiorello, C. A. (2002). Analyzing digit span components for assessment of attention processes. Journal of Psychoeducational Assessment, 20, 128-143.
Huteau, M. (1987). Style cognitif et personalité. La dépendance-indépendance du champ. Lille: Presses Universitaires.
Hutton, U. M. Z., & Towse, J. N. (2001). Short-term memory and working memory as indices of children’s cognitive skills. Memory, 9, 383-394.
Johnstone, A. H., & Al-Naeme, F. F. (1991). Room for scientific thought? Journal of Science Education, 13, 187-192.
Karp, S. A., & Konstadt, N. L. (1971). The children’s embedded figures test (CEFT). Em H. A. Witkin, P. K. Oltman, E. Raskin & S. A. Karp (Eds.), A manual for embedded figures test (pp. 21-26). Palo Alto: Consulting Psychologist Press.
Kirchner, T., Forns, M., & Amador, J. A. (1990). Relaciones entre las dimensiones de dependencia-independencia de campo, introversión-extroversión y tiempos de reacción. Anuario de Psicología, 46, 53-63.
Kush, J. C. (1996). Field-dependence, cognitive ability, and academic achievement in Anglo American and Mexican students. Journal of Cross-Cultural Psychology, 27, 561-575.
Lezak, S. (1995). Neuropsychological assessment (3a. ed.). New York: Oxford University Press.
Mansfield, E. A. (1997). Working memory development in adolescence: A neo-Piagetian investigation. Tese de Doutorado, University of Northern Colorado, Greeley.
Marendaz, C. (1985). Precedence globale et dependance du champ: Des routines visuelles? Cachiers de Psychologie Cognitive, 5, 727-745.
Martínez Selva, J. M. (1987). Locus de control, dependencia de campo y reflejo de orientación. Psicologemas, 1, 145-154.
Messick, S. (1984). The nature of cognitive styles: Problems and promise in educational practice. Educational Psychologist, 19, 59-74.
Miyake, A., Witzki, A., & Emerson, M. (2001). Field dependence-independence from a working memory perspective: A dual-task investigation of the Hidden Figures Test. Memory, 9, 445-457.
Moore, S., & Groos, S. (1973). Influence of critical signal regularity, stimulus event matrix, and cognitive style on vigilance performance. Journal of Experimental Psychology, 99, 137-139.
Niaz, M. (1989). Relation between Pascual-Leone’s structural and functional M-space and its effects on problem solving in chemistry. International Journal of Science Education, 11, 93-99.
Ohlmann, T., & Carbonnel, S. (1983). Dependance-independance a l’egard du champ et activites classificatoires sur objets significatifs. Em T. Ohlmann (Ed.), La pensée naturalle (pp. 275-285). Rouen: Presses Universitaires.
Páramo, M. F., Corral, M., Rodríguez, S., Tinajero, C., & Cadaveira, F. (1999, julho). Cognitive functioning and field dependence-independence cognitive style. Painel apresentado na VI European Congress of Psychology, Rome, Itália.
Pascual-Leone, J. (1997). Constructivismo dialéctico como fundamento epistemológico de la ciencia humana. Revista Interamericana de Psicología, 31, 1-26.
Raven, J. C. (1947). Progressive matrices (Series A, Ab, B). London: H. K. Lewis.
Rozencwajg, P. (1991). Analysis of problem solving strategies on the Kohs Block Design Test. European Journal of Psychology of Education, 6, 73-88.
Saito, S. (2001). The phonological loop and memory for rhythms: An individual differences approach. Memory, 9, 313-322.
Saud, G., Rodríguez, S., & Niaz, M. (1993). Further evidence relating mental capacity, short-term storage space, and operational efficiency. Perceptual and Motor Skills, 76, 735-738.
Simões, M. R. (1995). O Teste das Matrizes Progressivas Coloridas de Raven. Em L. S. Almeida, M. R. Simões & M. Gonçalves (Eds.), Provas psicológicas em Portugal (pp. 221-252). Braga: APPORT.
Sweetland, R. C., & Keyser, D. J. (Eds.) (1991). Tests: A comprehensive reference for assessments in psychology, education, and business (3ª ed.). Austin: Pro-ed.
Tinajero, C., Corral, M., Cadaveira, F., & Páramo, M. F. (1998, julho). Atención, percepción y estilo cognitivo en niños. Trabalho apresentado no II Congreso Iberoamericano de Psicología, Madrid, Espanha.
Tinajero, C., & Páramo, M. F. (1997). Field dependence-independence and academic achievement: A re-examination of their relationship. The British Journal of Educational Psychology, 67, 199-212.
Trenerry, M. R., Crosson, B., DeBoe, J., & Leber, W. R. (1990). Visual Search and Attention Test. Odesa, FL: Psychological Assessment Resources.
Tsakanikos, E. (2006). Associative learning and perceptual style: Are associated events perceived analytically or as a whole? Personality and Individual Differences, 40, 579-586.
Wechsler, D. (1998). Escala de Inteligencia Wechsler para Niños-Revisada (4a ed.) Madrid: TEA. (Trabalho original publicado em 1974)
Witkin, H. A., Oltman, P. K., Raskin, E., & Karp, S. A. (1971). A Manual for the Embedded Figures Tests. Palo Alto: Consulting Psychologists Press.
Zelazo, P. D., Muller, V., Frye, D., Marcovitch, S., Angitis, G., Boseovski, J., Chiang, J. K., Hongwanishkul, D., Schuster, B. V., & Sutherland, A. (2003). The development of executive function in early childhood. Monographs of the Society for Research in Child Development, 68, 124-137.
Zhang, L. F. (2004). Field-dependence/independence: Cognitive style or perceptual ability? ”“ Validating against thinking styles and academic achievement. Personality and Individual Differences, 37, 1295-1311.
Zhu, J., & Weiss, L. (2005). The Wechsler Scales. Em D. P. Flanagan, J. L. Genshaft & P. L. Harrison (Eds.), Contemporary intellectual assessment: Theories, tests and issues (2nd ed.) (pp. 297-324). New York: Guilford.
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Publicado
2010-02-09
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Guisande, M. A., Almeida, L. S., Ponte, F. E. da, Tinajero, C., & Páramo, M. F. (2010). Processos Atencionais e Dependência-Independência de Campo:: Estudo com Crianças e Adolescentes Portugueses. Psicologia: Teoria E Pesquisa, 25(4), 561. https://doi.org/10.1590/S0102-37722009000400011
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