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Normative data of the Group Embedded Figures Test for a sample of Turkish undergraduate students was provided. Participants were 534 undergraduates from the Departments of Education of two universities in Turkey. Effects of sex and socioeconomic status on the students' cognitive style performance were investigated. Performance and distribution characteristics of the Turkish sample and American adults as reported in the manual of the original test were compared. A Turkish version was developed. Item analyses, reliability, and practice effects were assessed. No sex difference, except in Section 2, was found. Socioeconomic status also was not significantly related to cognitive style performance. Norms reported for American adults in the manual were significantly different from those of the present Turkish adults. These findings suggest that use in different cultures, especially in those other than western cultures, requires caution. Scores obtained from these cultures should be carefully interpreted.
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