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Field Dependence-Independence and Reading Comprehension Questions: Task and Reader Interactions.
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Davey, Beth – Contemporary Educational Psychology, 1990
Fifty-six field-dependent and 55 field-independent students in grades 6 through 8 were assessed on reading comprehension tasks varying in memory load and cognitive restructuring requirements. Field-independent readers outperformed field-dependent readers on tasks with high memory demands and requirements for efficient restructuring. (SLD)
Descriptors: Cognitive Processes, Comparative Analysis, Elementary Education, Elementary School Students