Date of Graduation
College of Education and Human Services
Curriculum & Instruction/Literacy Studies
C. Kenneth Murray.
This study examines the influence of the cognitive controls of field independence and field dependence on the use of a multimedia-assisted reading program and reading recall. The participants were 11 university students of intermediate Spanish as a second language. The participants were classified as field dependent or field independent based on GEFT scores. The participants read a passage about Mayan architecture that was converted to a multimedia-assisted format. Participants could access as many or as few of the multimedia aids as they chose. After completing the reading, a recall measure was obtained in which participants wrote everything they could recall of the passage. Independent t-tests examined the relationship between cognitive control and the use of multimedia aids, and the relationship between cognitive control and recall score. None of these differences were significant. However, since there were apparent differences in the access patterns, future research should include replication of the study with a larger sample.
Little, Laura Janes, "Multimedia -assisted reading in Spanish and its relationship with the cognitive control of field dependence and field independence" (2001). Graduate Theses, Dissertations, and Problem Reports. 2346.