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Group Embedded Figures Test (GEFT): Individual Differences, Performance, and Learning Effects

Department of Information Systems and Management Sciences, University of Texas at Arlington

A laboratory study was conducted to investigate overall performance and learning effect differences with the Group Embedded Figures Test (GEFT) administered to 48 finance specialists. The study examined these differences based on the effects of several demographic characteristics: age, sex, total time employed with the current employer, total time employed in the current position, level of education, type of position held in the organization, and amount of academic and applied finance experience. Results indicated that total time employed in the organization tended to affect GEFT performance with those employed for fewer years manifesting greater field independence. An overall learning effect, as measured by the average difference score obtained between Parts II and III of the GEFT, was observed for those examinees who had been employed in the organization longer than the average.

Educational and Psychological Measurement, Vol. 49, No. 4, 951-959 (1989)
DOI: 10.1177/001316448904900419


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