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In order to study whether the use of particular comprehension and production strategies among preschool children depends on the Field Dependence- Independence cognitive style (DIC), sentences including spatial localization marks were presented to 90 children between 3 and 6 years old. These sentences were included pragmatic and antipragmatic situations.
Field-independent children (IC) had better results than Field- dependent ones (DC), particularly when sentences were non-pragmatic. Field independence appears to relate to lexical meaning and syntactic role, whereas Field dependence is more simply bound to the lexical meaning markers.
