James Koch Jr.

Publication Date


Advisor(s) - Committee Chair

David A. Shiek, E. J. Dotson, J.R. Craig

Degree Program

Department of Psychology

Degree Type

Master of Arts


The purpose of the study was to investigate the relationships between perceptual style as measured by the Children’s Embedded Figures Test (CEFT) and personality as measured by the Children’s Personality Questionnaire (CPQ). The sample included 69 fifth grade students of which 30 were male and 39 were female. All subjects were preadolescent children, of average intelligence, from lower class and lower-middle class socioeconomic homes.

Multiple regression analyses were utilized for the total sample and for each sex using the CEFT as the dependent variable and the 14 CPQ scales as independent variables. It was judged more meaningful to interpret only the regressions for each sex avoiding the misinterpretations involved in the total sample results. The multiple regression for females accounted for 37% of the CEFT variance. CPQ Scales B, G and Q3 contributed most of the total variance. Field independent females, therefore, tended to be more intelligent; more excitable and less emotionally stable; and showed less self-sentiment than field dependent females. The multiple regression for males accounted for 58% of the CEFT variance and revealed a different pattern than for females. The CPQ Scales O, F, Q3, D and C accounted for most of the variances in predicting CEFT. This meant that field independent males tended to be more self-controlled; be more talkative and cheerful; have more self-sentiment and be more self-reliant; possess greater awareness of cultural demands and ethical standards; and generally be more emotionally stable than their field dependent counterparts.

Implications for further research included partitioning for sex, when perceptual style research is involved; investigating and clarifying the relationship of perceptual style and intelligence: delineating the sex differences in perceptual style related to personality variables; and exploration of sex differences noted in this study across developmental curves.


Child Psychology | Psychology | Social and Behavioral Sciences