Use of the Group Embedded Figures Test with Children

Thompson, Bruce; Pitts, Murray M.; Gipe, Joan P.

doi:10.2466/pms.1983.57.1.199

Cited by 14 publications

(4 citation statements)

References 8 publications

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“…Disembedding ability was assessed by use of the Group Embedded Figures Test (Dumsha, Minard, & McWilliams, 1973;Thompson, Pitts, & Gipe, 1983;Witkin, Moore, Goodenough, & Cox, 1977;Witkin, Oltman, Raskin, & Karp, 1971). The test requires students to locate and outline simple figures concealed in complex and potentially misleading backgrounds.…”

Section: Instrumentsmentioning

confidence: 99%

Linking Brain Growth with the Development of Scientific Reasoning Ability and Conceptual Change during Adolescence

Kwon

Lawson

2000

J. Res. Sci. Teach.

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The hypothesis that an early adolescent brain growth plateau and spurt exists and that this plateau and spurt influence students' ability to reason scientifically and to learn theoretical science concepts was tested. In theory, maturation of the prefrontal lobes during early adolescence allows for improvements in students' abilities to inhibit task-irrelevant information and coordinate task-relevant information, which along with both physical and social experience influences scientific reasoning ability and the ability to reject scientific misconceptions and accept scientific conceptions. Two hundred ten students ages 13 -16 years enrolled in four Korean secondary schools were administered tests of four prefrontal lobe activities, a test of scientific reasoning ability, and a test of air pressure concepts derived from kinetic-molecular theory. A series of 14 lessons designed to teach the concepts were then taught. The concepts test was then readministered following instruction. As predicted, among the 13-and 14-year-olds, performance on the prefrontal lobe measures remained similar or regressed. Performance then improved considerably among the 15-and 16-year-olds. Also as expected, the measures of prefrontal lobe activity correlated highly with scientific reasoning ability. In turn, prefrontal lobe activity and scientific reasoning ability predicted concept gains and posttest performance. A principal components analysis showed that the study variables had two main components, which were interpreted as an inhibiting and a representing component. Therefore, theoretical concept acquisition was interpreted as a process involving both the inhibition of task-irrelevant information (i.e., the rejection of intuitively derived misconceptions) and the representation of task-relevant information (i.e, complex hypothetico-deductive arguments and counterintuitive scientific conceptions about nonobservable entities). © 2000 John Wiley & Sons, Inc. J Res Sci Teach 37: [44][45][46][47][48][49][50][51][52][53][54][55][56][57][58][59][60][61][62] 2000 Theoretical RationaleThe purpose of the present research was to test the theory that the acquisition of theoretical concepts (e.g., air pressure) as a consequence of science instruction depends also on the development of hypothetico-deductive reasoning ability. Furthermore, the development of hypothetico-deductive reasoning depends in part on maturation of the brain's prefrontal lobes. In theory, the acquisition of a theoretical concept such as air pressure depends in part on the development of hypothetico-deductive reasoning ability because this ability is needed to construct arguments used to reject intuitively derived misconceptions (e.g., suction) prior to acquiring theoretically derived scientific concepts (i.e., undergo the necessary conceptual change). As depicted in Figure 1, the development of hypothetico-deductive reasoning ability depends in part on maturation of the brain's prefrontal lobes. Presumably this is so because such maturation results in increases i...

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Section: Instrumentsmentioning

confidence: 99%

Linking Brain Growth with the Development of Scientific Reasoning Ability and Conceptual Change during Adolescence

Kwon

Lawson

2000

J. Res. Sci. Teach.

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“…The results of Witkin and colleagues' research show that the test can be applied in a wide range of age groups. Thompson, Pitts and Gipe (1983) conducted research on the applicability of the Group Embedded Figure Test in the fourth, fifth and sixth grades. The results showed that the test was applicable in these age groups.…”

Section: Data Collection Toolsmentioning

confidence: 99%

Conceptual Understanding Levels of Students with Different Cognitive Styles: An Evaluation in Terms of Different Measurement Techniques

AYDIN-CERAN¹,

Ateş²

2020

EJER

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This study aimed to determine the conceptual understanding (The Unit of Force) levels of seventh-grade students with different cognitive styles with different measurement techniques and to observe how the conceptual understanding levels measured by different measurement techniques are affected by their cognitive styles. Research Method: The sample of the study, which wasa causal-comparative study, consisted of 80 seventh-grade students in a public school in Ankara. To determine the field-dependent/field-independent cognitive style differences of the students, the Group Embedded Figures Test was used. To determine students' conceptual understanding levels two different measurement

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“…The group administered Group Embedded Figures Test (Dumsha, Minard & McWilliams, 1973;Thompson, Pitts & Gipe, 1983;Witkin, Moore, Goodenough & Cox, 1977;Witkin, Oltman, Raskin & Karp, 1971) was used to assess disembedding ability. The test requires students to locate and outline simple figures concealed in complex and potentially misleading backgrounds.…”

Section: Instrumentsmentioning

confidence: 99%

The Neurological Basis of Learning, Development and Discovery

2003

Science &Amp; Technology Education Library

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Use of the Group Embedded Figures Test with Children

Cited by 14 publications

References 8 publications

Linking Brain Growth with the Development of Scientific Reasoning Ability and Conceptual Change during Adolescence

Linking Brain Growth with the Development of Scientific Reasoning Ability and Conceptual Change during Adolescence

Conceptual Understanding Levels of Students with Different Cognitive Styles: An Evaluation in Terms of Different Measurement Techniques

The Neurological Basis of Learning, Development and Discovery

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