Abstract
This study examined the potential role of cognitive style for academic counseling. Differences in field dependence (unadjusted and adjusted for aptitude) among female teacher education majors (N = 427) enrolled in different areas of specialization were investigated using Hidden Figures Test, ACT, and GPA data. The results of this study support the contention that field dependence is related to choice of area of specialization in a manner consistent with field-dependence theory. Teacher education majors who specialized in the areas of natural sciences, mathematics, and business were significantly (p < .05) more field independent than majors in the areas of humanities, family and child development, home economics, special education, and speech pathology. Implications of these findings for academic counseling and cognitive style research are discussed
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