Assessing Field Dependence–Independence Cognitive Abilities Through EEG-Based Bistable Perception Processing

Abstract

Field Dependence–Independence (FDI) is a widely studied dimension of cognitive styles designed to measure an individual’s ability to identify embedded parts of an organized visual field as entities separate from that given field. The research aims to determine whether the brain activity features that are considered to be perceptual switching indicators could serve as robust features, differentiating Field-Dependent (FD) from Field-Independent (FI) participants. Previous research suggests that various features derived from event related potentials (ERP) and frequency features are associated with the perceptual reversal occurring during the observation of a bistable image. In this study, we combined these features in the context of a different experimental scheme using ambiguous and unambiguous stimuli during participants’ perceptual observations. We assessed the participants’ FD-I classification with the use of the Hidden Figures Test (HFT). Results show that the peak amplitude of the frontoparietal positivity, the late positive deflection in frontal and parietal areas, is higher for the FD group at specific locations of the left lobe, whereas it occurs later for the FD group at the central and occipital electrodes. Additionally, the FD group exhibits higher levels of gamma power before stimulus onset at channel TP10 and higher gamma power during reversal at the right centroparietal electrodes (T8, CP6, and TP10). The peak amplitude of the reversal positivity, the positive deflection during the reversal, is higher for the FD group at the rear right lobe (P4).

Cognitive flexibility but not cognitive styles influence deepfake detection skills and metacognitive accuracy

“…While cognitive factors related to visual search strategy are likely candidates for determining deepfake detection abilities, Sütterlin and colleagues (2023) also suggest that top-down neurocognitive influences on perceptual processes may be another possible, albeit related explanation. Cognitive styles, specifically the field dependence-independence dimension, is related to individual differences in neurocognitive, top-down visuospatial and perceptual abilities (Farmaki et al, 2019;Goode et al, 2002;Lyons-Lawrence, 1994;Nisiforou & Laghos, 2013, that has also been found associated with political orientation in some studies (DeBell & Crystal, 2005). Field dependence-independence is considered indicative of how an individual processes information (Lyons-Lawrence, 1994;Tinajero et al, 1993), where for example visual perception of a local element is influenced by the surrounding context for field dependent individuals, while the opposite is true for field independent individuals who are better at isolating features regardless of context (Goodenough & Witkin, 1977;Witkin et al, 1954Witkin et al, , 1975.…”

“…Two eye-tracking studies showed that field dependence was associated with more disoriented fixations and saccades during visual tasks and slower completion times compared to field independence (Nisiforou & Laghos, 2013. In studies requiring flexible cognitive manipulation of visual perceptual information, field dependent individuals display brain activity indicative of increased effort compared to individuals who are field independent (Farmaki et al, 2019), while field independent individuals engage in deeper working memory processing (Goode et al, 2002).…”

Cognitive style and working memory among adolescents with specific learning disability

“…On the other end, field-dependent learners are found to be more successful than the independent one in everyday activities like better ability in language use yielding to good interpersonal communication skills beyond the constraints of the classroom. [ 9 ]…”

Analisis Berpikir Fungsional Siswa SMP dalam Generalisasi Pola Ditinjau dari Gaya Kognitif

“…Hal ini menunjukkan bahwa jika siswa dihadapkan pada tugas generalisasi pola maka setiap siswa menanggapi tugas yang diberikan akan berbeda, sehingga staregi yang digunakan dalam menyelesaikan tugas tersebut akan berbeda pula (Kusumaningtyas et al, 2017). Hal tersebut sejalan dengan pendapat (Farmaki et al, 2019) bahwa kognisi seseorang mengacu pada kemampuan mental untuk memperoleh informasi, menyimpannya dan memprosesnya untuk menghasilkan pengetahuan baru. Hal ini membuat siswa dalam dalam menanggapi informasi yang diperoleh akan berbeda (Taufik & Zainab, 2021).…”