The Effect of Learners' Field Independence, Cognitive Strategy Instruction, and Inherent Word-List Organization on Free-Recall Memory and Strategy Use

Abstract The authors investigated the free-recall memory performance and spontaneous strategy use of field-independent and field-dependent students when they were asked to memorize word lists that were high or low in inherent organization and when cognitive strategy instruction was provided or withheld. The results of a factorially designed experiment revealed that field-independent learners recalled more words than field-dependent learners, that more words were recalled from the word list with high inherent organization, and that more words were recalled by students who received cognitive strategy instruction. The examination of spontaneous strategy use by field-dependent and field-independent learners yielded interesting differences that were interpreted from a developmental and information-processing perspective. Results and interpretations are consistent with current views of field dependence theory. Educational implications of the present study and suggestions for future research are discussed.

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