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Developmental Neuropsychology Volume 3, 1987 - Issue 1
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Empirical contributions

Peripheral laterality, field independence, and academic achievement: A reexamination of their interrelationship

Michael J. Roszkowski American College, Bryn Mawr, PA, 19010
&
Glenn E. Snelbecker Temple University,
Pages 53-65 | Published online: 04 Nov 2009

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Read on this site (2)

Aristoklis Andreas Nicolaou & Xenia Xistouri. (2011) Field dependence/independence cognitive style and problem posing: an investigation with sixth grade students. Educational Psychology 31:5, pages 611-627.
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Stephen Sulzbacher, Jennifer Thomson, JacquelineR. Farwell, NancyR. Temkin & Ann Lu Holubkov. (1994) Crossed dominance and its relationship to intelligence and academic achievement. Developmental Neuropsychology 10:4, pages 473-479.
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Articles from other publishers (6)

Raffaella Nori, Maddalena Boccia, Massimiliano Palmiero & Laura Piccardi. (2021) The contribution of field independence in virtual spatial updating. Current Psychology 42:6, pages 4567-4576.
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Elisa Morgana Cappello, Giada Lettieri, Andrea Patricelli Malizia, Sonia d’Arcangelo, Giacomo Handjaras, Nicola Lattanzi, Emiliano Ricciardi & Luca Cecchetti. (2022) The Contribution of Shape Features and Demographic Variables to Disembedding Abilities. Frontiers in Psychology 13.
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Marta Ferrero, Gillian West & Miguel A. Vadillo. (2017) Is crossed laterality associated with academic achievement and intelligence? A systematic review and meta-analysis. PLOS ONE 12:8, pages e0183618.
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S. Jia, Q. Zhang & S. Li. (2014) Field dependence–independence modulates the efficiency of filtering out irrelevant information in a visual working memory task. Neuroscience 278, pages 136-143.
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Carolina Tinajero & M. Fernanda Páramo. (1998) Field dependence-independence cognitive style and academic achievement: A review of research and theory. European Journal of Psychology of Education 13:2, pages 227-251.
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Carolina Tinajero, María Fernanda Páramo, Fernando Cadaveira & Socorro Rodriguez-Holguin. (2016) Field Dependence-Independence and Brain Organization: The Confluence of Two Different Ways of Describing General Forms of Cognitive Functioning? A Theoretical Review. Perceptual and Motor Skills 77:3, pages 787-802.
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