A Networking Information Processing Strategy and the Learning of Field Dependents Receiving Visual Instructional Information

The present investigation experimentally examined a net-working learning strategy and its affects upon facilitating the learning of field-dependent students. Also considered was the learning behavior of field independents compared to field dependents with a learning strategy. Learning behavior was examined under the condition of receiving a visual instructional program varying in levels of complexity. Two levels of learning performance were evaluated: list learning and spatial learning. The networking learning strategy did improve the learning behavior of the field dependents on both learning tasks. Visual stimulus complexity did not interact with field-dependence-independence or field dependence plus strategy.