Cognitive learning style: a review of the field dependent-field independent approach

Abstract

This article reviews the relevant literature in the area of cognitive style as it impacts on individual, vocational and organizational learning. The focus is applied to one specific, well-documented dimension of cognitive style, which has been researched and written about for almost 30 years. This is the domain of field dependence-field independence: a concept that relates to the relatively persuasive way individual learners acquire, structure and process information. It concerns how people perceive, think, solve problems and learn. This approach to cognitive style or so it has been claimed, has implications for the effectiveness of individual and organisational learning. Consequently, the available literature in this area was examined to review the development of current thinking about this concept, as well as to describe and critically evaluate the implications of the outcomes of theory and research in this area for vocational education and training.