Field dependence-independence cognitive style and academic achievement: A review of research and theory

European Journal of Psychology of Education

Volumn 13, Issue 2, 1998, Pages 227-251

  Tinajero, Carolina ^a   Páramo, M Fernanda ^a  

^a UNIVERSITY OF SANTIAGO DE COMPOSTELA   (Spain)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 0038979368     PISSN: 02562928     EISSN: None     Source Type: Journal    
DOI: 10.1007/BF03173091     Document Type: Article

References (166)

1. Abouserie, R., Moss, D., & Barasi, S. (1992). Cognitive style, gender, attitude toward computer-assisted learning and academic achievement. Educational Studies, 18, 151-152.
2. Abraham, R. (1983). Relationship between use of the strategy of monitoring and cognitive style. Studies in Second Language Acquisition, 6, 17-32.
3. Abraham, R. (1985). Field independence-dependence and the teaching of grammar. TESOL Quarterly, 20, 689-702.
4. Abraham, R., & Chapelle, C.A. (1992). The meaning of cloze test scores: An item difficulty perspective. Modern Language Journal, 76, 468-479.
5. Al Nesir, R., Keenan, V., & Langer, P. (1991). Field dependence-independence in the development of referential communication. Bulletin of the Psychonomic Society, 29, 17-18.
6. Alptekin, C., & Atakan, S. (1990). Field dependence-independence and hemisphericity as variables in L2 achievement. Second Language Research, 6, 135-149.
7. Arthur, W., & Day, D.V. (1991). Examination of alternative measures of field dependence-independence. Perceputual and Motor Skills, 72, 851-89.
8. Aubret, J. (1986). Traitements syntaxique et sémantique de textes et différences individuelles. Observations sur un test de phrases lacunaires. Revue de Psychologie Appliquée, 36, 447-468.
9. Axelrod, S., & Cohen, L. (1961). Senescence and embedded figure performance in vision and touch. Perceptual and Motor Skills, 12, 283-288.
10. Berger, E., & Golberger, L. (1979). Field dependence and short-term memory. Perceptual and Motor Skills, 49, 87-96.
11. Bialystok, E. (1992). Attentional control in children's metalinguistic performance and measure of field dependence. Developmental Psychology, 28, 654-664.
12. Bloom-Feshbach, J. (1980). Differentiation: Field dependence, spatial ability, and hemispheric specialization. Journal of Personality, 48, 135-148.
13. Bolocofsky, D.N. (1980). Motivational effects of classrom competition as a function of field dependence. The Journal of Educational Research, 73, 213-217.
14. Bowlin, D.A. (1988). An investigation of the relationships between Field dependent/independent cognitive styles and sex, I.Q., academic achievement, curriculum track selection and hemispheric preference in high school seniors. Dissertation Abstracts International, 49, 1405-A.
15. Brodzinsky, D.M. (1985). On the relationship between cognitive styles and cognitive structures. In E.D. Neimark, R. De Lisi, & J.L. Newman (Eds.), Moderators of competence (pp. 147-174). Hillsdale, NJ: Erlbaum.
16. Brooks, L.W., Dansereau, D.F., Spurlin, J.E., & Holley, C.D. (1983). Effects of headings on text proccesing. Journal of Educational Psychology, 75, 292-302.
17. Brown, M.S. (1984). Do confusing information and egocentric instructions influence perception? Perceptual and Motor Skills, 59, 15-20.
18. Brown, H.D. (1987). Principles of language learning and teaching. New Jersey: Prentice Hall.
19. Buenning, M. (1986). A study of the cultural gap hypothesis as an explanation for the academic achievement deficits of Mexican-American Students. Unpublished doctoral dissertation. The University of Kansas.
20. Buenning, M., & Tollefson, N. (1987). The cultural gap hypothesis as an explanation for the achievement patterns of Mexican-American students. Psychology in the Schools, 24, 264-272.
21. Buriel, R. (1978). Relationship of three field-dependence measures to the reading and math achievement of anglo-american and mexican-american children. Journal of Educational Psychology, 70, 167-174.
22. Burton, E., & Sinatra, R. (1984). Relationship of cognitive style and word type for beginning readers. Reading World, 24, 65-75.
23. Burwell, L.B. (1991). The interaction of learning styles with learner control treatments in an interactive videodisc lesson. Educational Technology, 31, 37-43.
24. Busch, J.C., & De Ridder, L.M. (1971). Note on control for intelligence in studies of field dependence with young children. Perceptual and Motor Skills, 32, 337-338.
25. Carter, E.F. (1988). The relationship of field dependent/independent cognitive style to Spanish language achievement and proficiency: A preliminary report. Modern Language Journal, 72, 21-30.
26. Chandran, S., Treagust, D.F., & Tobin, K. (1987). The role of cognitive factors in chemistry achievement. Journal of Research in Science Teaching, 24, 145-160.
27. Chappelle, C. (1988). Field independence: A source of language test variance? Language Testing, 5, 62-82.
28. Chapelle, C., & Green, P. (1992). Field independence/dependence in second-language acquisition research. Language Learning, 42, 47-83.
29. Chapelle, C., & Roberts, C. (1986). Ambiguity tolerance and field independence as predictors of proficiency in English as a second language. Language Learning, 36, 27-45.
30. Clark, H.T., & Roof, K.D. (1988). Field dependence and strategy use. Perceptual and Motor Skills, 66, 303-307.
31. Coates, S.W. (1972). Preeschool Embedded Figures Test manual. Palo Alto: California Consulting Psychologist Press.
32. Cochran, K.F., & Davis, J.K. (1987). Individual differences in inference process. Journal of Research in Personality, 21, 197-210.
33. Cohen, R.A. (1969). Conceptual styles, culture conflict and nonverbal tests of intelligence. American Antropologist, 71, 828-856.
34. Collins-Eiland, K., Dansereu, D.F., Brooks, L.W., & Holley, C.D. (1986). Effects of conversational noise, locus of control, and field dependence-independence on the performance of academic tasks. Contemporary Educational Psychology, 11, 139-149.
35. Cooperman, E.W. (1980). Field differentiation and intelligence. The Journal of Psychology, 105, 29-33.
36. Cosan, R.J., & Beaulieu, R. (1984). Cognitive tempo, perceptual style, and knowledge of letter names in kindergarten children. Reading Improvement, 21, 227-231.
37. Coventry, L. (1989). Some effects of cognitive style on learning UNIX. International Journal of Man-Machine Studies, 31, 349-365.
38. Crow, L.W., & Piper, M.K. (1986). A study of field independent biased mental ability tests in community college science class. Journal of Research in Science Teaching, 23, 817-822.
39. Crutchfield, R.S., Woidworth D.G., & Albrecht, R.S. (1958). Perceptual Performance and the effective person. Lackland Air Force BAse, Texas: Personnel Laboratory.
40. D'Anglejan, A., & Renaud, C. (1985). Learner characteristics and second language acquisition: A multivariate study of adult inmigrants and some thoughts on methology. Language Learning, 35, 1-19.
41. Davey, B. (1990). Field dependence-independence and reading comprehension questions: Task and reader interactions. Contemporary Educational Psychology, 15, 241-250.
42. Davey, B., & Lassasso, C. (1984). The interaction of reader and task factors in the assessment of reading comprehension. Journal of Experimental Education, 52, 119-206.
43. Davey, B., & Menke, D. (1990). The importance of cognitive style in children's acquisition of reading skill. In O.N. Saracho (Ed.), Cognitive style and early education (pp. 79-94). New York: Gordon and Breach Science.
44. Davis, J.K. (1987). The field independent-dependent cognitive style and beginning reading. Early Child Development and Care, 29, 119-132.
45. Davis, J.K. (1991). Educational implications of field dependence-independence. In S. Wapner & J. Demick (Eds.), Field dependenceindependence: Cognitive style across the life span (pp. 149-175). Hillsdale, NJ: Lawrence Erlbaum.
46. Davis, J.K., & Cochran, K.F. (1990). An information processing view of field dependence-independence. In O.N. Saracho (Ed.), Cognitive style and early education (pp. 61-78). New York: Gordon and Breach Science.
47. Demangeon, M. (1980). Note sur un test de "Figures Cachées". Unpublished document. I.N.E.T.O.P.
48. De Russy, E.A., & Futch, E. (1971). Field dependence-independence as related to college curricula. Perceptual and Motor Skills, 33, 1235-1237.
49. Douglass, C.B., & Kahle, J.B. (1978). The effects of instructional sequence and cognitive style on the achievement of high school biology students. Journal of Research in Science Teaching, 15, 407-412.
50. Dubois, T.E., & Cohen, W. (1970). Relationship between measures of psychological differentiation and intellectual ability. Perceptual and Motor Skills, 31, 411-416.
51. Eagle, M., Goldberger, L., & Breitan, M. (1969). Field dependence and memory for social vs. neutral and relevant vs. irrelevant incidental stimuli. Perceptual and Motor Skills, 29, 903-910.
52. Educational Testing Service (1966). Hidden Figures Test. NJ: Englewood Cliffs.
53. Fergusson, L.C. (1992). Field independence and art achievement in meditating and nonmeditating college students. Perceptual and Motor Skills, 75, 1171-1175.
54. Fitzgerald, D., & Hunt, D. (1977). The Hidden Figures Test. Armidale: University of New England.
55. Fitzgibbons, D.J., & Golberger, L. (1971). Task and social orientation: A study of field dependence, "arousal", and memory for incidental material. Perceptual and Motor Skills, 32, 167-174.
56. Forns, M., & Amador, A. (1990). Association of scores on McCarthy Scales with field dependence/independence for seven-year-old spanish children. Perceptual and Motor Skills, 70, 1291-1296.
57. Frank, B.M. (1986). Cognitive styles and teacher education: Field dependence and areas of specialization among teacher education majors. Journal of Educational Research, 80, 19-22.
58. Frank, B.M., & Noble, J.P. (1985). Field independence-dependence and cognitive restructuring. Journal of Personality and Social Psychology, 47, 1129-1135.
59. French, J.W., Ekstrom, R., & Price, L. (1963). Kit of Reference Tests for Cognitive Factors. Princeton, NJ: Educational Testing Service.
60. Garret, R.M. (1989). Problem solving and cognitive style. Research in Science and Technological Education, 71, 27-44.
61. Gerard, H.A. (1969). Factors contributing to adjustment and achievement. Progress Report of Joint Project at Riverside Unified School District and the Unviersity of California, Riverside.
62. Globerson, T. (1983). Mental capacity, mental effort, and cognitive style. Developmental Review, 3, 292-302.
63. Globerson, T. (1989). What is the relationship between cognitive style and cognitive development. In T. Globerson and T. Zelniker (Eds.), Cognitive style and cognitive development (pp. 71-85). Norwood: Ablex. Publ. Corp.
64. Goodenough, D.R. (1976). The role of individual differences in field dependence as a factor in learning and memory. Psychological Bulletin, 83, 675-694.
65. Goodenough, D.R., & Karp, S.A. (1961). Field dependence and intellectual functioning. Journal of Abnormal and Social Psychology, 63, 241-246.
66. Hadfield, O.D., & Maddux, C.D. (1988). Cognitive style and mathematics anxiety among, high school students. Psychology in the Schools, 25, 75-83.
67. Hansen, L. (1984). Field dependence-independence and language testing: Evidence from six Pacific islands cultures. TESOL Quarterly, 18, 311-324.
68. Hansen, J., & Stanfield, C. (1981). The relationship of field dependent-independent cognitive style to foreign language learning achievement. Language Learning, 31, 349-367.
69. Harrison, M.L., & Stroud, J.B. (1956). The Harrison Stroud Reading Readines Profiles. Boston, Massachusetts: Houghton Mifflin Co.
70. Huteau, M. (1980). Dépendance-indépendance a l'égard du champ et developpement de la pensée opératoire. Archives de Psychologie, 48, 1-40.
71. Ismail, M., & Kong, N.W. (1985). Relationship of locus of control, cognitive style, anxiety, and academic achievement of group of Malaysian primary school children. Psychological Reports, 57, 1127-1134.
72. Jamieson, J. (1992). The cognitive styles of reflection impulsivity and field independence dependence and ESL success. Modern Language Journal, 76, 491-501.
73. Jamieson, J., & Chapelle, C. (1987). Working styles on computers as evidence of second language learning strategies. Language Learning, 37, 523-544.
74. Joffe, R.T. (1987). Reflection-impulsivity and field dependence-independence as factors in the reading achievement of children with reading difficulties. Dissertation Abstracts International, 48, 876-A.
75. Johnson, K.A., & White, M.D. (1981). The field dependence/field independence of information professional students. Library Research, 3, 355-369.
76. Jolly, P.E., & Strawitz, B.M. (1984). Teacher-student cognitive style and achievement in biology. Science Education, 68, 487-492.
77. Kagan, S., & Zahn, G.L. (1975). Field dependence and the school achievement gap between Anglo-American and Mexican-American children. Journal of Educational Psychology, 67, 643-650.
78. Kalyan Masih, V., & Curry, E. (1987). Cognitive performance and cognitive style of young children. Perceptual and Motor Skills, 65, 571-579.
79. Karp, S.A., & Konstadt, N.L. (1971). The children's embedded figures test (CEFT). In H.A. Witkin, P.K. Oltman, E. Raskin, & S.A. Karp (Eds.), Manual for Embedded Figures Tests (pp. 21-26). Palo Alto: Consulting Psychologist Press.
80. Kiewra, K.A., & Frank, B.M. (1986). Cognitive style: Effects of structure at acquisition and testing. Contemporary Educational Psychology, 11, 253-263.
81. Kiewra, K.A., & Frank, B.M. (1988). Encoding and external-storage effects of personal lecture notes, skeletal notes, and detailed notes for field-independent and field-dependent learners. Journal of Educational Research, 81, 143-148.
82. Kirchner, T. (1987). Estilo cognitivo dependencia-independencia de campo y proceso lector. Unpublished doctoral dissertation. University of Barcelona.
83. Kogan, N. (1971). Las implicaciones de los estilos cognitivos en la educación. In G.S. Lesser (Ed.), La psicología en la práctica educativa (pp. 303-366). Mexico: Trillas (Orig. 1971).
84. Konstadt, N., & Forman, E. (1965). Field dependence and external directedness. Journal of Personality and Social Psychology, 1, 490-493.
85. Koroluk, L.E. (1987). Educational-vocational implications of field dependence-independence for secondary school. Canadian Journal of Counselling, 21, 59-68.
86. Laosa, L.M. (1980). Maternal teaching strategies and cognitive styles in chicano families. Journal of Educational Psychology, 72, 45-54.
87. Lawson, A.E. (1980). Relationship among level of intellectual development, cognitive style and grades in a college biology course. Science Education, 64, 95-102.
88. Lawson, A.E. (1983). Predicting science achievement: The role of developmental level, disembedding ability, mental capacity, prior knowledge, and beliefs. Journal of Research in Science Teaching, 20, 117-129.
89. Leo Rhynie, E. (1985). Field independence, academic orientation and achievement. Current Psychological Research and Reviews, 4, 22-27.
90. Linn, M.C. (1978). Influence of cognitive style and training on tasks requiring the separation of variables schema. Child Development, 49, 874-877.
91. Linn, M.C., & Kyllonen, P. (1981). The field dependence-independence construct: Some, one or none. Journal of Educational Psychology, 73, 261-273.
92. Lotwik, G., Simon, A., & Ward, L.O. (1980). Field dependence-independence in male engineering, science and education students. Perceptual and Motor Skills, 51, 1289-1290.
93. Marendaz, C. (1985). Global precedence and field dependence: Visual routines? Cahiers de Psychologie Cognitive, 5, 727-745.
94. McKenna, F.P. (1983). Field dependence and personality: A re-examination. Social Behavior and Personality, 11, 51-55.
95. McKenna, F.P. (1984) Measures of field dependence: Cognitive style or cognitive ability. Journal of Personality and Social Psychology, 47, 593-603.
96. McKenna, F.P., Duncan, J., & Brown, D. (1986). Cognitive abilities and safety on the road: A re-examination of individual differences in dichotic listening and search for embedded figures. Ergonomics, 29, 649-663.
97. Messick, S. (1994). The matter of style: Manifestations of personality in cognition, learning, and teaching. Educational Psychologist, 29, 121-136.
98. Mitchell, A., & Lawson, A.E. (1988). Predicting genetics achievement in non majors college biology. Journal of Research in Science Teaching, 25, 23-37.
99. Moore, D.M., & Dwyer, F.M. (1991). Effect of color coded information on students' level of field dependence. Perceptual and Motor Skills, 72, 611-616.
100. Moore, D.M., & Dwyer, F.M. (1994). Effect of cognitive style on test type (visual or verbal) and color coding. Perceptual and Motor Skills, 79, 1532-1534.
101. Mrosla, H., Black, W.L., & Hardy, C.A. (1987). Cognitive learning style and achievement in mathematics. Journal of Instructional Psychology, 14, 26-28.
102. Nagata, H. (1989). Judments of sentence grammaticality and field-dependence of subjects. Perceptual and Motor Skills, 69, 739-747.
103. Nebelkopf, E.B., & Dreyer, A.S. (1973). Continuous-discontinuous concept attainment as a function of individual differences in cognitive style. Perceptual and Motor Skills, 36, 655-662.
104. Niaz, M., & Lawson, A.E. (1985). Balancing chemical equations: The role of developmental level and mental capacity. Journal of Research in Science Teaching, 22, 41-51.
105. Ohlmann, T. (1982). Plasticité des activités classificatoires. Bulletin de la Société Française par L'Etude du Comportement Animal, 2, 371-380.
106. Ohlmann, T., & Carbonnel, S. (1983) Dépendance-indépendance a l'égar du champ et activities classificatoires sur objets significatifs. In T. Ohlmann (Ed.), La pensée naturelle (pp. 275-285). Rouen: Presses Universitaires.
107. Ohlmann, T., & Mendelsohn, P.L. (1982). Variabilité intra-individuelle des activités opératoires et dépendance-indepéndance a l'égard du champ. L'Année Psychologique, 82, 131-154.
108. Páramo, M.F., & Tinajero, C. (1990). Field dependance-independance and performance in school: An argument against neutrality of cognitive style. Perceptual and Motor Skills, 70, 1079-1087.
109. Páramo, M.F., & Tinajero, C. (1991, Noviembre). Estilo cognitivo dependencia-independencia de campo y rendimiento académico en universitarios. Paper presented at the Congreso Internacional de Psicología y Educación, Madrid.
110. Pennings, A.H. (1988) The development of strategies in embedded figures tasks. International Journal of Psychology, 23, 65-78.
111. Pennings, A.H. (1990). The relationship between field dependence-independence and reading outcomes in learning-disabled children from a neo-piagetian perspective. European Journal of Special Needs Education, 5, 189-198.
112. Pennings, A.H. (1991). Altering the strategies in embedded-figure and water-level tasks via instruction: A neo-piagetian learning study. Perceputual and Motor Skills, 72, 639-660.
113. Provost, G.L. (1981). Teaching strategies, modes of evaluation, and field-dependence factor. Perceptual and Motor Skills, 52, 163-173.
114. Reardon, L.B. (1987). The effects of presentation mode and cognitive style on immediate recall of map information. Dissertation Abstracts International, 48, 1177-A.
115. Renninger, K.A., & Snyder, S.S. (1983). Effects of cognitive style on perceived satisfaction and performance among students and teachers. Journal of Educational Psychology, 75, 668-676.
116. Ritchey, P.A., & LaShier, W.S. (1981). The relationship between cognitive style, intelligence and instructional mode of achievement of college students. Journal for Research in Science Teaching, 18, 41-45.
117. Roach, D.A. (1985). Effects of cognitive style, intelligence, and sex on reading achievement. Perceptual and Motor Skills, 61, 1139-1142.
118. Roberge, J.J., & Flexer, B.K. (1981). Re-examination of the covariation of field independence, intelligence and achievement. British Journal of Educational Psychology, 51, 235-236.
119. Roberge, J.J., & Flexer, B.K. (1983). Cognitive style, operativity and mathematics achievement. Journal of Research in Mathematics Education, 14, 344-353.
120. Roberge, J.J., & Flexer, B.K. (1984). Cognitive style, operativity and reading achievement. American Educational Research Journal, 21, 227-236.
121. Robertson, R.J., & Alfano, P. (1985). Field dependence as limiting factor in solving a complex learning problem. Perceptual and Motor Skills, 61, 276-278.
122. Rodrigues-Dias, E.L. (1986). Estilo cognitivo y tratamiento diferencial de los alumnos. Madrid: Editorial de la Universidad Complutense.
123. Ronning, R.R., McCurdy, D., & Vallinger, R. (1984). Individual differences: A third component in problem-solving instruction. Journal of Research in Science Teaching, 21, 71-82.
124. Roszkowsi, M.J., & Snelbecker, G.E. (1987). Peripheral laterality, field independence, and academic achievement: A reexamination of their interrelationship. Developmental Neuropsychology, 3, 53-65.
125. Ruble, D.N., & Nakamura, C.Y. (1972). Task orientation versus social orientation in young children and their attention to relevant social cues. Child Development, 43, 471-480.
126. Saracho, O.N. (1984). Young children's academic achievement as a function of their cognitive styles. Journal of Research and Development in Education, 18, 44-50.
127. Satterly, D.J. (1976). Cognitive styles, spatial ability and school achievement. Journal of Educational Psychology, 68, 36-42.
128. Satterly, D.J. (1979). Covariation of cognitive styles, intelligence and achievement. British Journal of Educational Psychology, 49, 179-181.
129. Schmidt, C.P., & Lewis, B.E. (1987). Field-dependence/independence, movement-based instruct on and fourth graders' achievement in selected musical tasks. Psychology of Music, 15, 117-127.
130. Schwartz, N., & Phillippe, A.E. (1991). Individual differences in the retention of maps. Contemporary Educational Psychology, 16, 171-182.
131. Sewell, T.E., Farley, F.H., & Sewell, F.B. (1983). Anxiety, cognitive style and mathematics achievement. The Journal of General Psychology, 109, 59-66.
132. Shade, B.J. (1983). Cognitive strategies as determinants of school achievement Psychology in the Schools, 20, 488-493.
133. Shymansky, J.A., & Yore, L.D. (1980). A study of teaching strategies, student cognitive development, and cognitive style as they relate to student achievement in science. Journal of Research in Science Teaching, 17, 369-382.
134. Skehan, P. (1989). Individual differences in second language learning. Londres: Edward Arnold.
135. Stone, M.K. (1976). The role of cognitive style in teaching and learning. Journal of Teacher Education, 27, 332-334.
136. Strawitz, B.M. (1984a). Cognitive style and the acquisition and transfer of the ability to control variables. Journal of Research in Science Teaching, 21, 133-141.
137. Strawitz, B.M. (1984b). Cognitive style and the effects of two instructional treatments on the acquisition and transfer of the ability to control variables: A longitudinal study. Journal of Research in Science Teaching, 21, 833-841.
138. Testu, F. (1984). Rythmicité scolaire, nature de la tâche et dépendance-indépendance a l'égard du champ. L'Année Psychologique, 84, 507-523.
139. Thurstone, L.L., & Jeffrey, J.E. (1965). Closure Flexibility Test, Administration Manual. The University of Chicago Industrial Relations Center.
140. Tourrette, G. (1984). Style cognitif et lecture. Revue de Psychologie Appliquée, 34, 251-279.
141. Tourrette, G. (1990). Souplesse-inertie mentale et jugement de sens. Revue Canadienne de Psychologie, 44, 30-43.
142. Vaidya, S., & Chansky, N. (1980). Cognitive development and cognitive style as factors in mathematics achievement. Journal of Educational Psychology, 72, 326-330.
143. Van Blerkom, M.L. (1988). Field dependence, sex role, self-perceptions and mathematics achievement in college students: A closer examination. Contemporaty Educational Psychology, 13, 339-347.
144. Vernon, P. (1972). The distinctiveness of field independence. Journal of Personality, 40, 366-391.
145. Watkins, D., & Astilla, E. (1980). Relationship between field independence, intelligence, and school achievement for Filipino girls. Perceptual and Motor Skills, 51, 593-594.
146. Wilson, J.W., Cahen, L.S., & Begle, E.G. (Eds.) (1968). X-population Test Batteries Parts A & B. School Mathematics Study Group. Stanford University. NSLMA Reports No. 1.
147. Wise, P., & Cramer, X.H. (1988). Correlates of empathy and cognitive style in early adolescence. Psychological Reports, 63, 179-192.
148. White, B.W. (1954). Visual auditory closure. Journal of Experimental Psychology, 48, 234-240.
149. Witkin, H.A. (1950). Individual differences in ease of perception of embedded figures. Journal of Personality, 19, 1-15.
150. Witkin, H.A. (1965). Psychological differentiation and forms of pathology. Journal of Abnormal Psychology, 70, 317-336.
151. Witkin, H.A., & Asch, S.E. (1948a). Studies in space orientation. III. Perception of the upright in the absence of visual field. Journal of Experimental Psychology, 38, 603-614.
152. Witkin, H.A., & Asch, S.E. (1948b). Studies in space orientation. IV. Further experiments on perception of the upright with displaced visual fields. Journal of Experimental Psychology, 38, 762-782.
153. Witkin, H.A., Dyk, R.B., Faterson, H.F., Goodenough, D.R., & Karp, S.A. (1962). Psychological differentiation. New York: Wiley.
154. Witkin, H.A., & Goodenough, D.R. (1977). Field dependence and interpersonal behavior. Psychological Bulletin, 34, 661-689.
155. Witkin, H.A., & Goodenough, D.R. (1981). Cognitive styles: Essence and origin. New York: International Universities Press.
156. Witkin, H.A., Goodenough, D.R., & Oltman, P.K. (1979). Psychological differentiation: Current Status. Journal of Personality and Social Psyhology, 37, 1127-1145.
157. Witkin, H.A., Moore, C.A., Goodenough, D.R., & Cox, P.W. (1977a). Field dependent and field independent cognitive styles and their educational implications. Review of Educational Research, 47, 1-65.
158. Witkin, H.A., Moore, C.A., Oltman, P.K., Goodenough, D.R., Friedman, F., Owen, D., & Raskin, E. (1977b). Role of field-dependent and field-independent cognitive styles in academic evolution: A longitudinal study. Journal of Educational Psychology, 69, 197-211.
159. Witkin, H.A., Oltman, P.K., Raskin, E., & Karp, S.A (1971). A manual for the embedded figures test. Palo Alto, California: Consulting Pschologist Press.
160. Yore, L.D. (1986). The effects of lesson structure and cognitive style on science achievement of elementary school children. Science Education, 70, 461-471.
161. Zelniker, T. (1989). Cognitive style and dimensions of information processing. In T. Globerson & T. Zelniker (Eds.), Cognitive style and cognitive development (pp. 172-191). Norwood: Ablex Publishing Corporation.
162. Zigler, E. (1963). A measure in search of a theory? Contemporary Psychology, 3, 133-135.
163. Páramo, M.F., Dosil, A., & Tinajero, C. (1991). An approach to family antecedents of field dependent-independent cognitive style based on Lauttrey's model. Cahiers de Psychologie Cognitive. European Bulletin of Cognitive Psychology, 11, 605-618.
164. Tinajero, C., Páramo, M.F., Cavadeira, F., & Rodriguez-Holguin, S. (1993). Field dependence-independence and brain organization: The confluence of two different ways of describing general cognitive functioning? A theoretical review. Perceptual and Motor Skills, 77, 787-802.
165. Tinajero, C., & Páramo, M.F. (1997). Field dependence-independence and academic achievement: A reexamination of their relationship. The British Journal of Educational Psychology, 67, 199-212.
166. Tinajero, C., & Páramo, M.F. (en revisión editorial). Field dependence-independence and second language acquisition: Some forgotten aspects. Spanish Journal of Psychology, 1, 32-38.