Effect of Field Independence-Dependence and Study Technique on Learning From a Lecture

Abstract

Field-independent and field-dependent students listened to a taped lecture under one of four study technique conditions: (a) no notes, (b) student’s notes, (c) outline framework plus student’s notes, and (d) complete outline plus student’s notes. After listening to the lecture, all students were permitted a 10-minute review period, which was followed by a 20-item multiple choice test. Analyses of test performance and notes taken yielded results consistent with field independence-dependence theory. In particular, analyses of the significant interaction of Cognitive Style × Study Technique revealed that field-independent students performed better than field-dependent students under the student’s notes condition. Also, field-dependent students performed significantly worse under the student‘s notes condition than did field-dependent students under the complete outline condition. Notes of field-independent students were more efficient and tended to be in an outline format more often than notes of field-dependent students. The results are discussed in terms of explanations of performance differences, relevance for future notetaking research, and implications for educational practices.