Morris, S;
Farran, EK;
Dumontheil, I;
(2019)
Field Independence Associates with Mathematics and Science Performance in 5-to 10-Year-Olds after Accounting for Domain-General Factors.
Mind, Brain and Education
, 13
(4)
pp. 268-278.
10.1111/mbe.12214.
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Abstract
Field independence describes the extent to which individuals are influenced by context when trying to identify embedded targets. It associates with cognitive functioning and is a predictor of academic achievement. However, little is known about the neural and cognitive underpinnings of field independence that lead to these associations. Here, we investigated behavioral associations between two measures of field independence (Children's Embedded Figures Test [CEFT] and Design Organization Test [DOT]) and performance on tests of mathematics (reasoning and written arithmetic) and science (reasoning and scientific inquiry) in 135 children aged 5–10 years. There were strong associations between field independence and mathematics and science, which were largely explained by individual differences in age, intelligence, and verbal working memory. However, regression analyses indicated that after controlling for these variables, the CEFT explained additional variance on the mathematical reasoning and science tests, whereas the DOT predicted unique variance on the written arithmetic test.
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