ATTENTION AND VISUOSPATIAL ABILITIES: NEUROPSYCHOLOGICAL APPROACH IN FIELD-DEPENDENT AND FIELD-INDEPENDENT SCHOOLCHILDREN

• Authors: M. Adelina Guisande , Carolina Tinajero , Fernando Cadaveira , M. Fernanda Páramo
• Languages of publication: EN

Abstracts

EN

The aim of this study was to explore cognitive processes that may underlie the poor school performance of children with a field-dependent cognitive style. One-hundred-and forty-nine children between the ages of 8 and 11 were evaluated using the Children Embedded Figures Test (CEFT) and classified as field-dependent, field-independent, or intermediate field-dependent-independent (FDI). The Digit Span and Digit Symbol, as well as the Visual Search and Attention Test (VSAT) were administered as tests of attention function. The Block Design and the Rey-Osterrieth Complex Figure Test were administered as tests of visuospatial abilities. Field-independent children obtained higher scores than field-dependent children on the tests of attention function. With regard to visuospatial tasks, field-independent children obtained higher scores than both field-dependent and intermediate FDI children on the Block Design test. On the Rey-Osterrieth Complex Figure test, field-dependent children obtained lower scores than both field-independent and intermediate-FDI children.

Keywords

EN

FIELD-DEPENDENT; FIELD-INDEPENDENT; VISUOSPATIAL ABILITIES; CHILDREN; NEUROPSYCHOLOGY

• Publisher: Institute of Experimental Psychology, Slovak Academy of Sciences
• Journal: Studia Psychologica
• Year: 2012
• Volume: 54
• Issue: 2
• Pages: 83 – 94

Contributors

author

M. Adelina Guisande

• Department of Developmental and Educational Psychology Faculty of Psychology, University of Santiago de Compostela, Campus Vida, 15782 Santiago de Compostela, Spain

author

Carolina Tinajero

author

Fernando Cadaveira

author

M. Fernanda Páramo