This investigation experimentally examines a networking learning strategy involving an information processing strategy that relates to the internal cognitive organization of to-be-learned information and its effects upon the learning of field-dependents. The learning behavior of field-independents is also compared to that of field-dependents with a learning strategy. Learning behavior was examined under the condition of receiving a visual instructional program varying in levels of complexity: line drawings, detailed color illustration, and color realistic photograph. Two levels of learning performance were evaluated, list learning and spatial learning. The 81 subjects were undergraduates from an instructional media course at Ohio State University. The results indicated that the networking learning strategy did improve the learning behavior of the field-dependents on both learning tasks. Visual stimulus complexity did not interact with field-dependence-independence or field-dependence plus the learning strategy. A bibliography of 15 items is included. (CHC)