Describes some ways in which learning styles have been examined. Discusses the ways in which differences in learning styles may develop. Presents educational implications of this work. (RJC)

Assessed cognitive styles of 300 children aged 3-5 years and explored social factors in children's play based on their cognitive style. Field dependent children engaged more often in activities with others and with concrete objects, while field independent children were more involved in restructuring the environment. (RJC)

Describes formal and informal techniques used to evaluate young children's cognitive style for the purpose of individualizing instruction. Topics include controlled laboratory procedures, paper and pencil tests, classroom assessments, and individualization in educational programs. (RJC)

Discusses the relation of individual differences to cognitive styles in the early childhood education classroom. Topics include the use of knowledge of cognitive styles in classrooms and in matching teachers to children. (RJC)

Considers research trends concerning cognitive styles in relation to various classroom factors. Explores relations between the field dependence-independence cognitive style dimension and instructional approaches and materials, classroom organizations, and teacher-student match and mismatch effects. (RJC)

Discusses the relation of research findings concerning field dependence-independence to conceptualizations of the process of learning to read. Proposes directions for investigation of the impact of individual differences in the acquisition of reading skills. (RJC)

Describes use of participant observation in a preschool setting, reporting findings on children's sociodramatic play, roles children assign adults, children's perceptions of teacher-directed organization and activities, children's spontaneous conversations, and individual learning differences and styles. Points out implications of such…

A literature review describes several dimensions of cognitive styles in an effort to illustrate individual stylistic differences. Discusses the field dependence-independence dimension, taking into account age, sex, and cultural differences. Suggests that cognitive style theory needs to be structured in a broader theoretical framework. (NH)

Summarizes research on the field dependence-independence (FDI) dimension of cognitive styles of teachers. Argues for the integration of FDI knowledge into teacher preparation programs and more attention to teachers' and students' cognitve styles. (DE)

Reviews research studies examining relationship between play behaviors and cognitive styles in young children, particularly emphasizing field dependence and field independence, social behavior, and educational and research implications are also presented. (DST)

Describes how the field dependence independence dimension of cognitive style affects teachers' instructional behaviors and students' learning behaviors, and how interaction of teachers' and students' cognitive styles creates different learning environments. Discusses matching alternatives, focusing on identical cognitive style matching and…

Three studies investigated the influence of cognitive style on teaching practices of 114 teachers. Field-dependent teachers were more likely to use small group instructional techniques, while field-independent teachers were more likely to use group instruction, lectures, and direct teaching. (RJC)

Examined the learning strategies of two children at the extremes of mathematical achievement to determine how those strategies facilitated or hindered their understanding of mathematics. Examined findings in relation to curriculums that often dictate the sequence of learning through which all children will pass without taking into consideration…

Argues that knowing the temperamental differences of young children can assist classroom teachers in being more responsive to children's various needs and in providing developmentally appropriate classrooms. Recommends ways to adapt the classroom environment for many interaction and learning styles. (MM)