“Trade-Offs,” Field Dependence/Independence, and Sex-based Economics Comprehension Differences

Abstract

Martin and Bender investigate for a relatively small sample of sixth-grade social studies students whether different learning styles influenced their performance after exposure to “Trade-Offs” and, also, whether this influenced their performance, differentially, by sex. For the sample used, the former seemed to be true, although the small difference for the latter was not statistically significant.