This study examined the field-dependent/independent cognitive style of three samples of second and third graders: a) those selected for gifted services; b) those nominated for services but not selected; and c) those not nominated for gifted services. In addition, the relationship between field dependence/independence and achievement and ability test scores was also explored. The results of this study indicated that a field-independent (analytical) cognitive style enhanced the prospect of being selected for gifted services, and that bias against field-dependent (global) cognitive style students may exist in certain selection procedures which rely on traditional assessment procedures and measures.
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