In a study designed to relate research on cognitive style to study technique effectiveness, a group of 129 college freshmen was given a test to assess the cognitive style of each. The 93 students who scored in the upper l/3 and in the lower l/3 of the distribution were classified as field independent and field dependent. These 93 students were then assigned either to read only or to read and take notes on a passage. Half of the students received the original organized version of the passage while the other half received a scrambled passage in which the order of the sentences within each paragraph of the passage was randomly reordered. One week later, the students were given an examination consisting of a free recall test and a set of 32 completion questions. A significant main effect for the variable of study technique was found, but none of the interactions was reliable. The field independent students were better able than the field dependent students to complete sentences of high structural importance regardless of whether the task required analyzing organized material or structuring unorganized material. (TJ)