Universidad de Santiago de Compostela, Facultad de Psicología, Departamento de Psicología Evolutiva y de la Educación, Spain.
Percept Mot Skills. 2010 Aug;111(1):31-44. doi: 10.2466/04.11.22.28.PMS.111.4.31-44.
In the present study, the relationship between the cognitive style called field-dependence/independence and learning strategies was explored. Acquisition, encoding, retrieval, support, and meta-cognitive strategies of first-year psychology and social education students (all women; M age = 19.2 yr., SD=1.7) with upper and lower quartile scores on field-dependence/independence were assessed on two self-report questionnaires and compared. Field-dependent students reported greater use of some learning strategies, specifically Self-instructions, Counter-distractions, Self-questioning, Self-monitoring, and Self-evaluation. The possible mediation of cognitive style on the influence of social desirability and a failure to activate appropriate strategies on accuracy of self-reports of learning strategies are discussed. Arguments and data are presented in favour of a distinction among the association of cognitive style with a tendency and capacity to use specific strategies and the benefits and manner of their application.
在本研究中，探讨了被称为场依存/独立性的认知风格与学习策略之间的关系。采用两个自陈式问卷评估了处于场依存/独立性上下四分位的第一年心理学和社会教育专业学生（均为女性；M 年龄=19.2 岁，SD=1.7）的获取、编码、提取、支持和元认知策略，并进行了比较。场依存型学生报告使用了一些学习策略，特别是自我指导、对抗分心、自我提问、自我监控和自我评价。讨论了认知风格对社会期望的影响以及未能激活适当策略对学习策略自我报告准确性的可能中介作用。本文提出了一些论点和数据，支持将认知风格与使用特定策略的倾向和能力以及它们的应用方式和益处区分开来。
