Educational implications of field dependence-independence: In answer to Bagley and Mallick.

Background. This article replies to some of the comments made by Bagley &
Mallick (1998) about our investigation (Tinajero & PBramo, 1997).
Aims. To clarify some of Bagley and Mallick’s comments about our investigation,
and to defend alternative interpretations about some aspects which refer
to field dependent-independent cognitive style (FDI) mentioned by the
authors, such as the overlapping between measures of cognitive style and
ability, and the implications the latter has in an educational context.
Methods. A revision of theoretical arguments and empirical evidence about
the questions which are dealt with.
Conclusion. The generalisation of the results of our study about the relationship
between FDI and academic achievement seems to be feasible in the light
of data from previous studies carried out with samples of very different origin.
Investigation into FDI takes place alongside theoretical debates about aspects
such as its adaptive value or its overlapping with intelligence. These debates
remain open.