| Field dependence-independence and academic achievement: a re-examination of their relationship C Tinajero, MF Páramo British Journal of Educational Psychology 67 (2), 199-212, 1997 | 175 | 1997 |
| Field dependence-independence (FDI) cognitive style: An analysis of attentional functioning MA Guisande, MF Páramo, C Tinajero, LS Almeida Psicothema 19 (4), 572-577, 2007 | 114 | 2007 |
| Field dependence-independence cognitive style and academic achievement: A review of research and theory C Tinajero, MF Paramo European Journal of Psychology of Education 13 (2), 227-251, 1998 | 108 | 1998 |
| Cognitive style and learning strategies as factors which affect academic achievement of Brazilian university students C Tinajero, SM Lemos, M Araújo, MJ Ferraces, MF Páramo Psicologia: Reflexão e Crítica 25 (1), 105-113, 2012 | 63 | 2012 |
| Adaptive teaching and field dependence-independence: Instructional implications C Tinajero, A Castelo, A Guisande, F Páramo Revista Latinoamericana de Psicología 43 (3), 497-510, 2011 | 63 | 2011 |
| Field dependence–independence and strategic learning C Tinajero, MF Paramo International Journal of Educational Research 29 (3), 251-262, 1998 | 37 | 1998 |
| Field dependence/independence and performance in school: an argument against neutrality of cognitive style MF Páramo, C Tinajero Perceptual and Motor Skills 70 (3_suppl), 1079-1087, 1990 | 31 | 1990 |
| Predictors of students’ adjustment during transition to university in Spain MFP Fernández, AM Araújo, CT Vacas, LS Almeida, MSR González Psicothema 29 (1), 67-72, 2017 | 27 | 2017 |
| Field dependence-independence in second-language acquisition: Some forgotten aspects C Tinajero, F Páramo The Spanish journal of psychology 1, 32-38, 1998 | 24 | 1998 |
| The systems approach in developmental psychology: Fundamental concepts and principles C Tinajero, MF Páramo Psicologia: Teoria e Pesquisa 28 (4), 457-465, 2012 | 23 | 2012 |
| Field dependence-independence and brain organization: the confluence of two different ways of describing general forms of cognitive functioning? A theoretical review C Tinajero, MF Páramo, F Cadaveira, S Rodriguez-Holguin Perceptual and Motor Skills 77 (3), 787-802, 1993 | 21 | 1993 |
| Cognitive Style C Tinajero Vacas, MF Páramo Fernández Revista Colombiana de Educación, 57-78, 2013 | 20 | 2013 |
| Gender and socioeconomic status differences in university students’ perception of social support C Tinajero, Z Martínez-López, MS Rodríguez, MA Guisande, MF Páramo European Journal of Psychology of Education 30 (2), 227-244, 2015 | 18 | 2015 |
| Adaptación española de la Escala de Aceptación Percibida (PAS) en estudiantes universitarios MSR González, ZM López, CT Vacas, MAG Couñago, MFP Fernández Psicothema 24 (3), 483-488, 2012 | 15 | 2012 |
| Pre-entry characteristics, perceived social support, adjustment and academic achievement in first-year Spanish university students: A path model MS Rodríguez, C Tinajero, MF Páramo The Journal of psychology 151 (8), 722-738, 2017 | 12 | 2017 |
| Attention and visuospatial abilities: a neuropsychological approach in field-dependent and field-independent schoolchildren MA Guisande, C Tinajero, F Cadaveira, MF Páramo Studia Psychologica 54 (2), 83, 2012 | 10 | 2012 |
| The impact of perceived social support in first-year Spanish college students’ adjustment MF Páramo, Z Martínez, C Tinajero, MS Rodríguez Journal of International Scientific Publications 12, 289-300, 2014 | 8 | 2014 |
| Adaptación española de escalas de evaluación del soporte social percibido en estudiantes universitarios de primer año Z Martinez, MF Páramo, C Tinajero, MA Guisande, AM Castelo, ... Universidade do Minho. Centro de Investigação em Educação (CIEd), 2010 | 8 | 2010 |
| Educational implications of field dependence‐independence: in answer to Bagley and Mallick C Tinajero, MF Páramo British Journal of Educational Psychology 68 (4), 589-593, 1998 | 8 | 1998 |
| Influencia de la estructura normative familiar sobre el estilo cognitivo dependencia-independencia de campo: un estudio prospective MF Páramo, C Tinajero Infancia y aprendizaje 15 (57), 89-98, 1992 | 8 | 1992 |
