Field dependence-independence cognitive style and academic achievement: A review of research and theory |
| |
| Authors: | Carolina Tinajero M Fernanda Páramo |
| |
| Institution: | 1. University of Santiago de Compostela, Spain
|
| |
| Abstract: | Field dependence-independence was originally conceived as a neutral style dimension, in that field-dependent subjects were considered to be as well-adapted to their environment as field-independent subjects. Subsequent authors, however, questioned this assumption of neutrality, on the grounds that field-independent subjects generally perform better in certain intellectual tasks. Such findings provoked interest in the possible repercussions of field dependence-independence for education. Here, we review research into the possible effects of FDI on achievement at school. In general, field-independent subjects perform better than field-dependent subjects, whether assessment is of specific disciplines or across the board. We discuss possible explanations for this difference in performance. |
| |
| Keywords: | |
| 本文献已被 SpringerLink 等数据库收录！ |
|
