The relationship between field dependence-independence and learning has been the subject of much research. In particular it has been suggested that matching teachers aKd students on cognitive style may produce beneficial results. Much research has also related cognitive style to the way students learn, the way teachers teach, and the way students make choices and perform in various academic areas. While cognitive style has provided the theoretical framework, it is found upon re-examination that a contrasting interpretation in terms of cognitive ability is readily applicable.The application of cognitive style research to a variety of learning and vocational situations has now received a good deal of attention (Witkin, 1976, Witkin, Moore, Goodenough andCox, 1977a). Given the considerable influence and widespread implications of this work it is important that the interpretations offered are examined thoroughly. One of the factors which has been considered to be important in field dependence-independence research, particularly in the educational field, has been the concept of cognitive style. Two major approaches to a definition of cognitive style have been offered (Kogan, 1973;Messick, 1976). The major feature in each of these is the contrast between cognitive style and ability. For example, values are attached to abilities but not to cognitive styles. Thus, when considering an ability one end of the dimension is valued while the other is not. This is not true of cognitive styles, for which neither end of the dimension is regarded as better or more adaptive. Witkin et al. (1977a) consider this factor makes cognitive style much less threatening than an ability such as intelligence. It is also argued that while ability is concerned with the effectiveness of performance, style is concerned with the manner of performance.While the concept of cognitive style has been considered central to field dependence-independence theory (Goodenough, 1978), the appropriateness of this position has been challenged by McKenna (1983McKenna ( , 1984 who argued that the measures defining field dependence-independence do not justify as measures of cognitive style and are more appropriately viewed as measures of cognitive ability. As Messick (1979) has noted, measures of ability have had a long and important history in educational practice since they are related to school achievement and are useful in diagnosing learning strengths and weaknesses and planning instructions 0888-4080/90/060425-13$06.50
