Cognitive style modulates semantic interference effects: evidence from field dependency

Abstract

The so-called semantic interference effect is a delay in selecting an appropriate target word in a context where semantic neighbours are strongly activated. Semantic interference effect has been described to vary from one individual to another. These differences in the susceptibility to semantic interference may be due to either differences in the ability to engage in lexical-specific selection mechanisms or to differences in the ability to engage more general, top-down inhibition mechanisms which suppress unwanted responses based on task-demands. However, semantic interference may also be modulated by an individual's disposition to separate relevant perceptual signals from noise, such as a field independent (FI) or a field dependent (FD) cognitive style. We investigated the relationship between semantic interference in picture naming and in a STM probe task and both the ability to inhibit responses top-down (measured through a Stroop task) and a FI/FD cognitive style measured through the Embedded Figures Test (EFT). We found a significant relationship between semantic interference in picture naming and cognitive style-with semantic interference increasing as a function of the degree of field dependence-but no associations with the semantic probe and the Stroop task. Our results suggest that semantic interference can be modulated by cognitive style, but not by differences in the ability to engage top-down control mechanisms, at least as measured by the Stroop task.

Cognitive styles in methodology of Russian as a foreign language

“…It is worth to note the following paradox: despite the pronounced trend in modern foreign languages teaching towards individualization of learning, taking into account the interests and needs of the student and maximum "flexibility", modularity of educational materials, such a significant educational component as differences in the types of cognitive activity keeps a low profile. Undoubtedly, there are works devoted to the problems of cognitive styles in foreign languages teaching [7][8][9][10][11][12][13], but unfortunately there are very few of them in the field of teaching Russian language as a foreign language [14,15]. The purpose of the following article is approbation results of developed teaching materials in the classroom, created within the framework of the students' cognitive styles.…”