The purpose of this study was to investigate the effects of a learner's field dependence-independence on achievement when using a networking strategy under cooperative versus individualistic approaches. Networking is defined as a learning strategy for identifying and representing important concepts and their relationships in the form of a network map (Dansereau & Holley, 1982). Field dependence-independence is defined as a general individual difference dimension which describes people who. at one extreme, attend to a totality of a task and, at the other extreme, those who attend to a totality of a task and, at the other extreme, those who attend to details (Witkin, Dyk, Faterson, Goodenough, & Karp, 1974). Cooperative-individualistic approaches are types of social situations in learning that allow learners to work together to attain common goals versus situations that allow learners to pursue work independent of other learners (C. D. Johnson, 1984). / On the basis of their score on Witkin's Field Embedded Figures Test, two hundred and one students from the Developmental Research School of The Florida State University were randomly assigned to eight treatment groups. Participants were trained in cooperative and networking skills in their respective cognitive style groups. Recognition and cued-recall parts of immediate and delayed posttests were administered on the two passages. / Analysis of covariance indicated no significant main effects between networking and reading groups; no interaction effects among field dependence-field independence and cooperative-individualistic approaches; and no significant main effects between cooperative and individualistic groups. However, on cued-recall portion of immediate posttest scores, there were significant interactions between social situations in learning and learning strategies. / Further research in this area should provide more time in use of learning strategies and social situations to allow more exposure to the skills. It is also recommended that field dependence-independence be reassessed if indeed it differs from ability. Also, it is suggested that the Group Embedded Figures Test (GEFT) be reexamined if it does or does not measure one's style or one's ability. / Source: Dissertation Abstracts International, Volume: 47-10, Section: A, page: 3649. / Thesis (Ph.D.)--The Florida State University, 1986.
| Identifer | oai:union.ndltd.org:fsu.edu/oai:fsu.digital.flvc.org:fsu_75942 |
| Contributors | HAMDA, GEBREYESUS., Florida State University |
| Source Sets | Florida State University |
| Detected Language | English |
| Type | Text |
| Format | 163 p. |
| Rights | On campus use only. |
| Relation | Dissertation Abstracts International |
Page generated in 0.0021 seconds