Field Independence and Dogmatism as Mediators of Performance on a Programmed Learning Task with and without Strong Prompts
Forty-seven subjects were administered the Dogmatism Scale (D), an Embedded Figures Test (EFT), and were randomly assigned to a programmed Russian vocabulary lesson with or without strong prompts after a median split stratification of EFT and D scores. A multiple regression analysis tested the influence of field independence, dogmatism, and their interaction with each other with treatment conditions. It was predicted that the cognitive style variables would produce both interactive and main effects in an aptitude-treatment interaction framework (ATI). Predicted ATI effects were not demonstrated; however, cognitive style was a significant predictor of performance.