[P6] Cognitive style assessment: Testing the equivalence of paper/pencil and efficient web versions of group embedded figures test

Numerous studies have demonstrated that field dependency, which reflects on how people perceive information and solve problems (Witkin, Moore, Goodenough, & Cox, 1977), would be related to one’s academic interests and work performance (Witkin and Goodenough, 1977; Alvi, Khan, Hussain & Baig, 1988). Field dependent (FD) people usually process information globally, are less analytical, inattentive to detail, see the perceptual field as a whole and are typically resistant to analysis or decomposition (Witkin and Goodenough, 1981). When learning, FD people are willing to cooperate with others, and are easily influenced by others rewards and punishments. Therefore, they are more sensitive to social cues and have better social and interpersonal skills to get along with people (Witkin et al., 1977). FD people are interested in humanity and social sciences, and more likely to work in interpersonal category jobs. Otherwise, field independent (FI) people can easily break the field down into its component parts. They are typically not influenced by the existing structure and can make choices independent of the perceptual field. FI learners were found to be less sociable. They liked to carry out tasks individually (Witkin et al., 1977). FI people are interested in nature sciences, especially those related to analysis and structuring. When finding a job, they are more willing to work alone and do the analytical category jobs. Hence, the group embedded figure test (GEFT) is widely used by schools and companies to evaluate one’s cognitiv