| Abstract: | Hypotheses derived from field-dependence theory were tested for (a) the role that cognitive styles play in determining maternal teaching strategies, (b) the role of these strategies in children's development of cognitive style, and (c) the emergence of cognitive styles in Chicano children. 43 Chicano mothers were observed teaching their own 5-yr-old children. As measures of field dependence/independence, mothers were given the Embedded Figures Test and the Block Design subtest of the WAIS; children were tested with the Children's Embedded Figures Test and the Block Design subtest of the WISC. Relatively field-independent mothers used inquiry and praise as teaching strategies, and field-dependent mothers used modeling. Trends suggest that the teaching strategies to which the child is exposed may influence which cognitive style the child develops. The data provide evidence of construct validity for Chicano women and suggest that at age 5, field dependence/field independence begins to emerge as a coherent construct in Chicano children. (23 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved) |
