Research was conducted to study environmental factors associated with the development of cognitive style in children. The hypothesis was that the parents of field-independent children grant them more autonomy and power than do parents of field-dependent children. The sample consisted of 38 white, middle-class kindergartners, 19 boys and 19 girls, and their parents. Half of each sex were highly FD; half were highly FI. Observations were made of family interaction in the natural setting of the home around dinnertime. Conversation and behavior were analyzed according to content variable, such as kinds of influence and assistance behaviors, and process variables, such as participation rates and interruption rates as indicators of control behavior. Formulas for the measure of participation, dominance, and interruption were used in analyzing conversation. Results led to the modification of the original hypothesis. On measures of social interaction involving active, assertive kinds of behavior, the FI boys participate more; other data indicate they initiate and terminate more social interaction than the other groups of children. The FI girls are less actively involved in this sort of social participation with their families. On measures of social interaction where sensitivity to the subtleties of the social field are necessary, the FD children, especially the girls, function more effectively. [Not available in hard copy due to marginal legibility of original document.] (KM)