Effect of cognitive style and learning passage organization on study technique effectiveness

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Abstract

129 field-independent and field-dependent undergraduates (as assessed by the Group Embedded Figures Test) read only or took notes on a logically organized or scrambled 80-sentence article. Field-independent Ss scored better than field-dependent Ss on completion items of high structural importance to the meaning of the entire learning passage. However, the effect of cognitive style on material of low structural importance was not significant. An analysis of notes taken by Ss in the low structural importance treatment condition indicated that notes taken on an organized learning passage were of higher average structural importance than notes taken on an unorganized learning passage. The results are discussed in terms of relationships between cognitive style and study technique effectiveness research. (7 ref) (PsycINFO Database Record (c) 2006 APA, all rights reserved)

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