Fifty-two field-dependent and 52 field-independent female undergraduates were studied under four study technique conditions using a taped lecture. Analyses of test performance and notes taken by students revealed a significant interaction of cognitive style and study technique. Performance differences and relevance for future notetaking research…

Describes a study that examined five influences on college students' schemata to determine what affected their ability to make effective use of instructional thematic maps. Topics include use of the Group Embedded Figures Test to determine field dependence/independence; sex differences; student preferences for data representation types; and…

The idea of potential and usable processing space is explored, and consequent teaching strategies are discussed. Simultaneous studies of the effect of working memory space and field-dependence on science performance at secondary and tertiary levels are reviewed. How students filter out "signal" from "noise" during various…

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…

This experiment examined the recall and recognition performance of 53 field-independent and 55 field-dependent learners who were with or without structure at the time of acquisition and/or at the time of recall. Patterns of performance were consistent with processing styles characteristic of field dependence-independence. (Author/LMO)

A learning style model, which identifies specific learning patterns of prospective teachers and teaching behaviors which relate to those identified learning patterns was tested on 20 female elementary education majors. The subjects were administered the Myers-Briggs Type Indicator, which determined the dominant personality type (Sensing/Thinking,…

Pairs of undergraduate students were instructed to engage in metacognitive activities, elaborative activities, or neither while listening to prose passages. Results of a recall test suggested that metacognitive activity facilitated cooperative learning, while elaborative activity transferred to a later individual learning activity. (Author/GDC)

The purpose of several studies was to examine the effects that differentially coded (black and white or color) illustrations had on students who were classified as field independent, field neutral, and field dependent on tests measuring different educational objectives. The effects of visual and verbal test formats were also examined. In general,…

Discussion of hypertext structures focuses on three studies of preservice teachers that assessed the effects of different methods of explicitly mapping expert knowledge structures onto hypertext on the acquisition of structural knowledge. Topics addressed include time on task, semantic networking, cognitive limitations of browsing behavior, and…

Free recall and cued recognition performance were studied in 53 field independent and 55 field dependent undergraduate education majors who were with or without structure at the time of learning and at the time of recall. Results indicated that field dependent learners recalled more of the textual material when provided with structure during both…

Discussion of learning styles and learner control focuses on a study of college students that paired field-dependent and field-independent learning styles with different instructional control treatments. The use of interactive video lessons and a printed self-study guide is described, and treatments for the experimental and control groups are…

A followup study was made of a previous investigation of the learning and teaching style of preservice elementary school teachers. In the original study, 20 female education majors were given the Myers-Briggs Type Indicator (MBTI) test to determine individual dominant personality types. The portable Rod and Frame Test, the Group Embedded Figures…

Describes a research program of four studies that investigated whether instructional media could be used to deliver persuasive messages effectively. Highlights include learner attitudes, aptitude treatment interaction, instructional media research, the effectiveness of various media types, learner characteristics, and suggestions for additional…

Cognitive style is an important variable that can affect the educational process in several ways. This study, a continuation of previous research, considers two learning styles--field dependent (FD) and field independent (FI). FD learners are attuned to social interaction; they favor structure, teacher direction, and feedback; and they benefit…

This paper reviews the hallmark studies of field dependence-independence and considers the evidence for sex and ethnic differences in cognitive style. Research has traditionally linked females' early verbal superiority with field dependence and males' superior visuospatial skills with field independence. Studies challenging this picture cite…