Open AccessCOGNITIVE STYLES IN THE DEVELOPMENT OF MEDICAL CAREERS *
Author(s) -
Goodenough Donald R.,
Oltman Philip K.,
Friedman Florence,
Moore Carol Ann,
Witkin Herman A.
Publication year - 1977
Publication title -
ets research bulletin series
Language(s) - English
Resource type - Journals
eISSN - 2333-8504
pISSN - 0424-6144
DOI - 10.1002/j.2333-8504.1977.tb01146.x
Subject(s) - cognitive style , field dependence , cognition , independence (probability theory) , field (mathematics) , psychology , interpersonal communication , restructuring , function (biology) , style (visual arts) , medical school , medical education , social psychology , medicine , political science , statistics , physics , evolutionary biology , neuroscience , history , mathematics , archaeology , quantum mechanics , magnetic field , pure mathematics , law , biology
Recent research has shown that academic choice and achievement may be partly a function of the student's standing on the field‐dependence‐independence cognitive‐style dimension. The results of two longitudinal studies suggest that information about field dependence‐independence may be of value for student guidance in the medical setting. The first, a study of college undergraduates who early expressed an interest in medicine, showed that these cognitive styles play a discernible role in determining who will eventually enter medical school. The second, a study of medical students, showed that field‐dependent and field‐independent students subsequently tend to choose different medical specialties. These results are consistent with cognitive‐style theory, which proposes that field‐independent people will choose vocations that require cognitive restructuring skills, whereas field‐dependent people will choose vocations that require greater social‐interpersonal involvement.