FIELD-DEPENDENCE INDEPENDENCE AND THE IDENTIFICATION OF GIFTED STUDENTS

This study examined the field-dependent/independent cognitive style of three samples of second and third graders: a) those selected for gift ed services; b) those nominated for services but not selected; and c) those not nominated for gifted services. In addition, the relationship between field dependence/independence and achievement and ability tes t scores was also explored. The results of this study indicated that a field-independent (analytical) cognitive style enhanced the prospect of being selected for gifted services, and that bias against field-dep endent (global) cognitive style students may exist in certain selectio n procedures which rely on traditional assessment procedures and measu res.