A Comparison of the Cognitive Styles of Typical and Mildly Retarded Children with Educational Recommendations

Abstract

Cognitive style differences between typical and mildly retarded children were investigated in this study. Field independence and field dependence were the stylistic dimensions considered. Subjects were 80 typical and 80 mildly retarded students drawn from 10 public schools in four school districts so that age (8-9 years—12-13 years), race (black-white), and gender (male-female) were equally proportioned. The Children's Embedded Figures Test was individually administered to assess field independence/dependence. Significant group, age, and race effects were found. Typical children, especially older whites, were more field independent. Mildly retarded children, especially younger blacks, were more field dependent. Learning environment accommodations to the differences found are prescribed.

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