Field-independent and field-dependent college students studied a 1525-word article under a preferred or nonpreferred study condition (read only, underline, or note taking). Half of the subjects reviewed the material prior to an examination and half did not. Results indicated that field-independent subjects who used a nonpreferred study technique and reviewed generally produced the best recall and recognition scores, while field-dependent subjects performed better when using a preferred study technique and no review. The findings are discussed in terms of practical suggestions for students as well as implications for further research. (Author)