In this paper attention has been called to the debate on whether field dependence/independence displays two distinctive cognitive styles on different levels of spatial-visual ability. The effectiveness of testing instruments for young children is questioned for they may not measure the same dimensions as the instruments used for older children and adults. The field dependence/independence dimension has generated widespread interest and stimulated much research into the effects of training on the construct. A condensed review of the literature is presented. From this basis, the gaps in the literature are discussed. The educational implications are discussed with a warning that all training programs should be monitored carefully.
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