Artists, architects, and engineers—three contrasting modes of visual experience and their psychological correlates¹

Abstract

As summarized by Holtzman (1968), a number of recent studies have sought to extend the construct vahdity of the standard scores for the Holtzman Inkblot Technique (HIT) (Holtzman, Thorpe, Swartz, & Herron, 1961) These mvestigations have focused on the psychological correlates of HIT scores via use of vanous psychiatnc groups, responses to other measures of personahty, and performance on laboratory type tasks, particularly ones of a perceptual or cogmtive nature In view of the promising results of these studies, additional mvestigations to vahdate further the psychological meaning of scores from the HIT seem mdicatedDespite the wealth of clmical expenence dealmg with mkblot perception, very little systematic information has been obtamed regarding the influence of diflFerent perceptual styles on responses to lnkblots In order to investigate this problem by testing specific hypotheses regarding the relevance of perceptual and cogmtive charactenstics to several HIT scores, subjects were studied who are highly successful m one of three contrastmg modes of visual expenence as defined by their fields of study abstract art, architecture, and engineering drawmg

Field‐dependent and Field‐independent Cognitive Styles and Their Educational Implications

“…In the small-step program condition, there was no relation between field-dependence-independence and retention three weeks later. However, in the large-step program strongly reinforce the finding from the studies of interests that relatively field-independent persons favor impersonal domains which require competence in cognitive articulation and fielddependent persons favor interpersonal domains which do not call for that kind of cognitive competence (for example, Baker, 1971;DeRussy & Futch, 1971;Holtzman, Swartz, & Thorpe, 1971;Kangas, 1971;Mayo & Bell, 1972;Osipow, 1969;Paeth, 1973;Peterson & Sweitzer, 1973;Swan, 1974;Witkin, Moore, Oltman, Goodenough, & Friedman, Note 10).13 In the academic setting, relatively field-independent college and graduate students are likely to choose for specialization such fields as, for example, the sciences, mathematics, art, experimental psychology, engineering, architecture. Relatively fielddependent students are likely to choose, for example, sociology, humanities, languages, social work, social services (religion), elementary school teaching, education, clinical psychology, writing, nursing.…”

The Role of Cognitive Style in Academic Performance and in Teacher‐student Relations12

“…Cognitive style has also been examined in students showing high achievement in particular subject-matter areas, in students committed to a given profession, and in persons already working within a profession (Arbuthnot & Gruenfeld, 1969;Barrett & Thornton, 1967;Bieri, Bradburn & Galinsky, 1958;Frehner, 1971;Holtzman, Swartz & Thorpe, 1971;MacKinnon, 1962;Rosenfeld, 1958: Rosett, Nackenson, Robbins & Sapirstein, 1966j Sieben, 1971Stein, 1968).…”

Aspects of Inner Experience: Autokinesis, Daydreaming, Dream Recall and Cognitive Style

“…Attempts by other investigators to confirm the relationship of autokinesis to diverse personality characteristics have yielded some positive (Holzman, et al, 1971;Sexton, 1945) and some negative (Bush, 1968;Gravely, 1950) resdts. Attempts by other investigators to confirm the relationship of autokinesis to diverse personality characteristics have yielded some positive (Holzman, et al, 1971;Sexton, 1945) and some negative (Bush, 1968;Gravely, 1950) resdts.…”