Learning implications of field dependence‐independence: Cognitive style versus cognitive ability

Abstract

Abstract The relationship between field dependence‐independence and learning has been the subject of much research. In particular it has been suggested that matching teachers and students on cognitive style may produce beneficial results. Much research has also related cognitive style to the way students learn, the way teachers teach, and the way students make choices and perform in various academic areas. While cognitive style has provided the theoretical framework, it is found upon re‐examination that a contrasting interpretation in terms of cognitive ability is readily applicable.

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