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…

This research examined the learning style factor of field dependence/independence and the problem solving strategies of Hmong male refugee students 17 years old and older who were attending or planning to attend post secondary education institutions in Wisconsin and Minnesota. The research was conducted from July 1986 to July 1987 to test two…

The cognitive styles of Education majors at a southern university were examined over a 5-year period. The Group Embedded Figures Test (GEFT) was administered to 537 students in an introductory education course. This test identifies field-dependent (FD) and field-independent (FI) learning styles. One hundred ninety-six students were retested at the…

The cognitive styles of Education majors at a southern university were examined over a five-year period. The Group Embedded Figures Test (GEFT) was administered to 537 students in an introductory education course. This test identifies field-dependent (FD) and field-independent (FI) learning styles. Two hundred twelve students were retested at the…

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)

Different learning strategies that are used by field-independent (FI) and field-dependent (FD) people in a hypermedia-assisted instructional setting were studied with 63 international college students for whom English was a second language. The treatment was a semantic network-based hypermedia-assisted language-learning environment to help…

Reports on a study that examined different learning strategies used by 63 Field-independent (FI) people and Field-dependent (FD) international college students in a hypermedia assisted language learning setting. Findings that describe the different types of media, tools, and learning aids chosen by FI and FD students are reported. (27 references)…

Compares performances of students on gas-law problems that require two distinct approaches, either the algorithmic technique or the conceptual gestalt. Indicates that student effectiveness is considerably different utilizing each approach and that training or experience with the algorithm process should not be expected to facilitate the…

Describes a study that identified various individual information seeking behavior patterns and determined how users' motivation, prior knowledge, gender, and cognitive processing influenced learning and retention within a hypermedia environment for undergraduate students. Use of the Group Embedded Figures Test is described and further research is…

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 study examined variables which may be important in the design of instructional environments adapted to accommodate individual differences. Purposes of the study were: (1) to determine whether matching or mismatching subjects with their tendency toward field dependence or field independence had any effect on achievement in a hypermedia…