Abstract
The Group Embedded Figures Test was administered to 72 secondary school teachers and 54 university students in mathematics to measure their cognitive styles of field independence–dependence. A mean difference was found between the teachers and students as teachers scored more field-independent than the students. There was also a group-by-sex interaction, which indicated that the female teachers scored more field-independent than the male teachers, whereas the male students scored as more field-independent than the female students. Implications of the findings are reflected in the discussion.
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