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Cognitive Style Revisited: Implications for Research in Art Production and Art Criticism
Studies in Art Education
Vol. 24, No. 3 (1983), pp. 195-205
Published by: National Art Education Association
Stable URL: http://www.jstor.org/stable/1319742
Page Count: 11
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The study of individual differences in cognition has been a sustained focus of many researchers in cognitive psychology. A number of theories have developed, among which is the Psychological Differentiation Theory of Herman Witkin and his colleagues. This paper explicates his theory, identifies the strengths and weaknesses of his constructs in relation to art production and art criticism, relates behaviors characteristic of his field-independent and field-dependent dimensions to artistic behaviors, and derives implications for research on artistic development from this analysis and from recent studies in art education.
Studies in Art Education © 1983 National Art Education Association