ABSTRACT
Based on 30 years of field dependence-independence research, Witkin, Moore, Goodenough, and Cox (1977) felt that their cognitive style approach could be profitably applied to issues relevant to education. In reviewing this research, they recognized that it was only in the beginning stages, but felt there was a sufficient body of empirical evidence to suggest that field dependence had educational implications for how students learn, how teachers teach, how students and teachers interact, and how students make vocational decisions.
