Abstract
Summary. A hierarchical factor analysis of the scores of 430 pupils was performed on a matrix of correlations between three measures of cognitive style (analytic‐synthetic; field independence; levelling‐sharpening) and achievement in mathematics, geography and English. Factors of general ability, field independence and levelling‐sharpening were identified. Analysis of a reduced correlation matrix suggested that field independence shares a small amount of variance with achievement after control for general ability.
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