The relationship between field dependence-independence and cognitive processing: A test of conjoint retention hypothesis and cognitive theory of multimedia learning.

摘要

Forty-eight graduate students participated in a quasi-experimental research design that explored the relationship between cognitive processes and varying designs of instructional materials. Three multiple regressions analyzed the relationship between learning performance from the materials and mental measures of field dependence-independence, spatial ability, verbal ability, and visual memory across three treatment conditions. Verbal ability was a significant predictor of success on the total test, higher-level item-test scores, and lower-level item-test scores. Participants in the treatment condition of Map Before Text significantly out performed those in the Map And Text (received concurrently) and the Text-Only treatment conditions on the total test score and lower-level test item scores. A significant interaction between treatment conditions and level of field dependence-independence was found. As level of field independence increased in the Map Before Text condition, performance scores decreased. Increased levels of field independence in the other conditions demonstrated increased performance scores.