Descriptor
| Cognitive Style | 1 |
| Content Analysis | 1 |
| Higher Education | 1 |
| Learning Activities | 1 |
| Prose | 1 |
| Reading Comprehension | 1 |
| Recall (Psychology) | 1 |
| Review (Reexamination) | 1 |
| Study Habits | 1 |
| Time Factors (Learning) | 1 |
Source
| Journal of Educational… | 1 |
Author
| Annis, Linda F. | 1 |
Publication Type
| Journal Articles | 1 |
| Reports - Research | 1 |
Education Level
Audience
Location
Laws, Policies, & Programs
Assessments and Surveys
| Group Embedded Figures Test | 1 |
What Works Clearinghouse Rating
Peer reviewedAnnis, Linda F. – Journal of Educational Psychology, 1979
Field-independent and dependent students read or took notes on a logically organized or scrambed article. Field-independent students scored better than field-dependent students on items of high structural importance to the meaning of the passage. Cognitive style effects on material of low structural importance were not significant. (Author/RD)
Descriptors: Cognitive Style, Content Analysis, Higher Education, Learning Activities
