Educational implications of field dependence-independence: in answer to Bagley and Mallick

Background. This article replies to some of the comments made by Bagley & M allick (1998) about our investigation (Tinajero & Paramo, 1997). Aims. To clarify some of Bagley and Mallick's comments about our investigat ion, and to defend alternative interpretations about some aspects which ref er to field dependent-independent cognitive style (FDI) mentioned by the au thors, such as the overlapping between measures of cognitive style and abil ity, and the implications the latter has in an educational context. Methods. A revision of theoretical arguments and empirical evidence about t he questions which are dealt with. Conclusion. The generalisation of the results of our study about the relati onship between FDI and academic achievement seems to be feasible in the lig ht of data from previous studies carried out with samples of very different origin. Investigation into FDI takes place alongside theoretical debates a bout aspects such as its adaptive value or its overlapping with intelligenc e. These debates remain open.