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Peer reviewedFrank, Bernard M.; Davis, J. Kent – Journal of Educational Psychology, 1982
The effect of field independence-dependence match or mismatch within the context of a communication task was examined. Results showed field-independent matched dyads performed better than field-dependent matched dyads, with the mismatched conditions' performance falling between the matched ones. (Author/GK)
Descriptors: Aptitude Treatment Interaction, Cognitive Style, Higher Education, Student Teacher Relationship
