The relationship between cognitive style (field independence/field dependence), proctor/student interactions, and achievement of undergraduate students in a Personalized System of Instruction (PSI) course was studied. Field dependence/independence was measured using the Group Embedded Figures Test (GEFT), which measures ability to identify a simple geometric figure visually imbedded in a complex design. Three categories of proctor/student interactions were identified: (1) specific to the course activities or objectives; (2) related to the content but not directly to course activities; and (3) unrelated to the course interactions. Proctors observed and recorded student-initiated interactions. Results showed significant differences in social behaviors, but not achievement, between the two groups. Among field-dependent students there was a significantly greater tendency to obtain specific course information through social contacts initiated with proctors. The PSI course accommodated a wide range of learning styles, suggesting that social behavior may be a means of adapting to various instructional settings. (LMM)