Used multigroup scaling models to separate the contributions of cognitive style from ability in school-age children's performance on Figural Intersection Test. Results showed that field-dependent children had greater odds of success than field-independent children when the task's mental-attentional demand was above the child's mental-attentional…

Results of an experimental study of 46 field-independent and 39 field-dependent undergraduates indicate that immediate testing after a lecture resulted in no performance differences on a delayed test. However, without immediate testing, field-independent students performed better. All students reviewed notes before delayed testing. (IAH)

Numerous cognitive psychologists have validated the hypothesis, originally advanced by the Russian physician, A. Luria, that different individuals process information in two distinctly different manners: simultaneously and sequentially. The importance of recognizing the existence of these two distinct styles of processing information and selecting…

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)

A study investigated the writing strategies used by bilingual and monolingual students. Specifically, the study looked at field dependence vs. independence, possible differences in strategies employed by the two groups when using a word processor, the effects of strategy on the types of revisions made, and the types of revisions and cognitive…