Abstract
The sociometric status and cognitive style of 113 male and female kindergarten children were investigated using a free-play and a school-related task. Analyses of variance indicated that field-dependent girls and field-independent boys had significantly higher sociometric status in the free-play situation; boys had significantly higher social status in the task-situation. Other analyses showed field-dependent girls have higher sociometric status and are more varied in their sociometric choices. The educational implications of these findings are discussed.
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