Chicano and Anglo fourth-grade children were categorized into three acculturation levels and contrasted on two tests of field independence. It was predicted that an interaction should occur between level of acculturation and intrinsic versus extrinsic reinforcement on the contention that Chicano socialization, resulting supposedly in field dependence, would produce differential reinforcement effects. No relationship occurred between level of acculturation and field independence, nor was there any between it and types of reinforcement. Correlations among field independence, acculturation, socioeconomic status and intellectual ability (as reflected in reading scores) lead to the conclusion that unraveling the many inconsistencies in the research literature oni Chicano field dependence necessitates a much closer look at the initer-action among all of these variables.
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