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ERIC Number: ED285563
Record Type: Non-Journal
Publication Date: 1987-Feb
Pages: 13
Abstractor: N/A
ISBN: N/A
ISSN: N/A
EISSN: N/A
Available Date: N/A
Field Dependence-Independence and Learning from Instructional Text.
Thompson, Merton E.; Thompson, Marcia E.
The relationship between field dependence-independence (FDI) and the ability to read and comprehend printed text was examined in this study. The effect of the structure of instructional text on the learning process of individuals at various points on the continuum of FDI was also studied. The following hypotheses were developed: (1) there would be significant differences between field dependent and field independent participants in their scores on tests after reading instructional text with center and side headings or without headings; (2) field independents would score significantly higher than field dependents on tests when the text does not include headings; and (3) field dependents would score at least as well as field independents when the text contains headings. The Group Embedded Figures Test was administered to the subjects--96 students at the University of Wisconsin--Stevens Point--to classify them on the FDI variable and they were randomly assigned to two groups. One group received instructional text with center and side headings; the other group received the same text without headings. A short objective test covered the important aspects of the text. Results indicated that the headings improved scores for field dependent individuals, while field independent subjects scored higher when given the text without headings. Areas for further research are suggested and 35 references are listed. (MES)
Publication Type: Information Analyses; Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: Researchers
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
Author Affiliations: N/A