Field Dependence/Independence in College Nonmusic Majors and Their Ability to Discern Form in Music

Abstract

To examine the effects of cognitive-style field dependence/field independence on the ability to discern form in music, two tests, the Group Embedded Figures Test (GEFT) and an author-designed Musical Form Test (MFT) were given to 119 students enrolled in a college introductory music course. An ANOVA indicated field-independent (FI) subjects scored significantly higher (p < .001) than did field-dependent (FD) subjects on the MFT. Chi-square analyses of responses on the MFT revealed significant differences between FI and FD students for all forms except fugue. FI students were significantly more accurate than FD students in identifying theme and variations, ground bass, minuet and trio, rondo, and sonata-allegro. The authors suggested that students who are more successful at finding embedded figures in a visual context are also more successful at perceiving themes embedded in a complex musical context.

To compare the relative contributions of cognitive style, general college aptitude, and previous music experience to scores on the MFT, a multiple regression analysis was performed with the MFT scores as the criterion variable, and GEFT scores, composite scores from the American College Testing Assessment, and level of previous music experience as independent variables. Results indicated that with the effects of other variables held constant, only the GEFT measure was a significant predictor of performance on the MFT (p <.0002).

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