Based on the study of seventy-four middle school children of mostly Filipino and part Hawaiian heritages, this article explores the relationships of children's thinking styles, play preferences, and school performance. Using the Group Embedded Figures Test, the Articulation of the Body Scale, and written responses to three questions, the authors…

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)

Effects of cognitive style matching on interaction patterns in teacher-student dyads were investigated. Cognitive similarity/dissimilarity was not associated with the interaction patterns. Dyadic interaction was affected by factors including cognitive style and sex of teachers and students and contextual factors, particularly whole class v…

The results of this study indicate that there were significant differences in the social behaviors of field dependent and independent students in a personalized system of instruction course. Since students did not differ in achievement, this suggests that social behavior may be one way students adapt to various instructional settings. (SK)

The field independent/field dependent tendencies of one-hundred and forty-three (143) Mexican American pupils in two rural, South Texas high schools was assessed. Teachers were given training in the educational implications of cognitive style on the learning process, and training to operate a classroom model designed to accommodate a specific…

This study examined the interaction between field independence and two treatments: small group and individual mathematics instruction. There was significant interaction when achievement was the dependent variable, but not when student ratings of the course were used. The interaction was due more to general ability than cognitive style. (Author/GSK)

Describes aptitude treatment interaction study that used the cognitive styles field dependence and independence matched with computerized algorithmic and discovery treatments to determine mathematics achievement on a criterion-referenced test. Posttest mathematics scores and student responses to the computer are analyzed, and mastery learning is…