First, field independent students have strong skills of cognitive restructuring to complete the cognitive tasks. They tend to get rid of the dependence on provided clues and use internal reference to complicate the overall processing of materials, which lead to strong inhibition capability to external interference. Field dependent students tend to rely on external references in the process of information processing. Field dependent students be heavy influenced by external information as a result of have a certain deviation in understanding the article itself. In addition, field dependent students are more difficult to suppress and exclude the process of venue interference information besides the target information. They show lower performance on suppression irrelevant interference information in the reading essay process.

Second, studies have shown that the field-independent inpiduals perform better than the field-dependent inpiduals on tasks associated with working memory, field independents’ working memory capacity larger than field dependent ones (Cochran & Davis, 197). Not only the role of working memory is processing and storing relevant information of task, but also has the activation of suppressing irrelevant information. Students with higher working memory capacity will have higher efficiency of suppressing interference information. The larger working memory capacity of field independent is more conducive to suppression interference information. Third, an ERP study carried out by Goode, Goddard and Pascual-Leone found that, contrasting with field-dependent subjects, field-independent subjects under high memory load conditions were deeper working memory processing, which may be more conducive to clear out irrelevant information from working memory for field independent inpiduals (123).