Abstract:

The previous study has pointed out that field dependence (FD) and field independence (FI) students had different learning behaviors, especially in mathematics. However, whether the difference in their cognitive load in answering mathematics questions or not, is still unclear. The goal of this study was to investigate how their behavior and electroencephalogram (EEG) performed in different types of mathematical questions between FI and FD students. We hypothesized that FI students should have a lower cognitive load and should have lower mean amplitudes when answering mathematics questions compare to FD students.

In this study, we used the EFT test to identify FD and FI students, a total of 111 high school students (FI=54, FD=57). There are three mathematical questions: Multiplication, Area, and Functions tests. Each condition has 60 questions, for a total of 180 questions. For EEG data, we analyze the EEG of subjects' answering by the response-locked event.

The behavioral results show that the accuracy of the Multiplication, Area, and Functions test was higher in the FI compared to the FD. The FD responded much faster than the FD did. For EEG data, we analyzed the mean amplitudes at the P7, P8, PO7, PO8, FZ, and OZ electrodes. In the Multiplication test, the mean amplitude between the two groups has no difference at any electrode. In the Area test, at FZ electrode, the mean amplitude of FI was lower than the FD students. In the Functions tests, at P7 electrode, the mean amplitude of the FI was lower than the FD students.

In conclusion, whatever of the behavior or evidence, FI students had a less cognitive load in answering mathematics questions.

Keywords:

Field-dependence/independence (FD/FI), cognitive load, electroencephalogram (EEG), mathematics, educational neuroscience.