Cognitive Styles in the Deaf

Abstract

To evaluate sex and developmental differences in the cognitive style functioning of the deaf and test an hypothesis derived from Witkin's differentiation theory (concerning the relationship between cognitive style and communication ability) 90 Ss at three age levels were rested. Each S was given three cognitive style tests, the Rod and Frame Test (RFT), the Children's Embedded Figures Test (CEFT), and the Poppelreuter Test (P-T). The Paragraph Meaning scores of the Stanford Achievement Test were used to assess one aspect of communication ability, reading. Special procedures were utilized in the cognitive testing of Ss and in particular, a method for the administration of the RFT to deaf individuals was developed. The results revealed consistent and clear-cut sex differences in cognitive style, such that boys were significantly more field independent than girls. Expected developmental differences in the direction of increasing field independency with age were evident in the performance of boys but were absent in the scores of girls. The relationships between cognitive style and communication measures indicate a partial confirmation of the differentiation hypothesis tested.