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Field dependence and working memory capacity in children's ability to copy figures within a misleading context
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Field dependence and working memory capacity in children's ability to copy figures within a misleading context
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Coté
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Carol A.
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Carol A. Coté
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author
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O'Donnell
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Angela
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Advisory Committee
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Angela M O'Donnell
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chair
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McCune
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Lorraine
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Advisory Committee
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Lorraine McCune
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internal member
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Tomlinson-Clarke
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Saundra
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Advisory Committee
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Saundra Tomlinson-Clarke
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internal member
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Duffy
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Sean
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Advisory Committee
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Sean E Duffy
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outside member
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Rutgers University
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degree grantor
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Graduate School - New Brunswick
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theses
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2008
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2008-05
Language
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English
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electronic
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vii, 89 pages
Abstract
Visual motor abilities are a concern for many elementary age children. Design copying tasks are often used to assess development in this area. The purpose of this study was to investigate the influence of field dependence on a design copy task and to test the theory that this influence has a quantitative explanation. New tasks were created which required copying designs within the misleading context of either a tilted frame or a different size frame. Field dependence would be demonstrated if the participant was influenced by the misleading frame and constructed copies that are oriented to the frame rather than to a more appropriate external frame of reference. Working memory capacity would be shown to be related to ability on these tasks if there was a greater influence of the frames on items that involved more complex figures to be copied. The Block Design Test and Corsi Block Tapping Test were used as standard measures of field dependence and working memory capacity.
Participants included 105 children between the ages of 6 and 11 years, including 19 identified as learning disabled, and 39 adults. Results showed that constructions made by participants were significantly affected by the misleading frames and accuracy of constructions correlated significantly with Block Design, thus providing support for the new tasks as measures of field dependence. Adults were significantly more accurate than children but they too were influenced by the misleading frames. Support for working memory capacity as an underlying factor was less consistent; a significant increase in the influence of the tilted frames was found with an increase in complexity of the figures, but no correlation with the memory span test was found. The validity of a recall test as a working memory assessment is discussed. An interactive model of working memory and inhibition as proposed by Roberts and Pennington (1996) might better account for results.
A case study illustrates the inconsistency of performance by children and how a dynamic systems model can be used to consider the role of working memory, inhibition and ongoing goal-directed action on the study tasks.
Participants included 105 children between the ages of 6 and 11 years, including 19 identified as learning disabled, and 39 adults. Results showed that constructions made by participants were significantly affected by the misleading frames and accuracy of constructions correlated significantly with Block Design, thus providing support for the new tasks as measures of field dependence. Adults were significantly more accurate than children but they too were influenced by the misleading frames. Support for working memory capacity as an underlying factor was less consistent; a significant increase in the influence of the tilted frames was found with an increase in complexity of the figures, but no correlation with the memory span test was found. The validity of a recall test as a working memory assessment is discussed. An interactive model of working memory and inhibition as proposed by Roberts and Pennington (1996) might better account for results.
A case study illustrates the inconsistency of performance by children and how a dynamic systems model can be used to consider the role of working memory, inhibition and ongoing goal-directed action on the study tasks.
Note
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Ph.D.
Note
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Includes bibliographical references (p. 83-88).
Subject
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Topic
Education
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Topic
Cognition
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Cognitive psychology
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Graduate School - New Brunswick Electronic Theses and Dissertations
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rucore19991600001
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http://hdl.rutgers.edu/1782.2/rucore10001600001.ETD.17295
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ETD_757
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doi:10.7282/T3R78FJX
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ETD doctoral
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Rights
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The author owns the copyright to this work.
Copyright
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Copyright protected
Availability
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Open
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Carol Cote
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Copyright holder
Affiliation
Rutgers University. Graduate School - New Brunswick
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Non-exclusive ETD license
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Author Agreement License
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I hereby grant to the Rutgers University Libraries and to my school the non-exclusive right to archive, reproduce and distribute my thesis or dissertation, in whole or in part, and/or my abstract, in whole or in part, in and from an electronic format, subject to the release date subsequently stipulated in this submittal form and approved by my school. I represent and stipulate that the thesis or dissertation and its abstract are my original work, that they do not infringe or violate any rights of others, and that I make these grants as the sole owner of the rights to my thesis or dissertation and its abstract. I represent that I have obtained written permissions, when necessary, from the owner(s) of each third party copyrighted matter to be included in my thesis or dissertation and will supply copies of such upon request by my school. I acknowledge that RU ETD and my school will not distribute my thesis or dissertation or its abstract if, in their reasonable judgment, they believe all such rights have not been secured. I acknowledge that I retain ownership rights to the copyright of my work. I also retain the right to use all or part of this thesis or dissertation in future works, such as articles or books.
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