Personal computer assembly courses have been recognized as being essential in helping students understand computer structure as well as the functionality of each computer component. In this study, a context-aware ubiquitous learning approach is proposed for providing instant assistance to individual students in the learning activity of a…

Contends that overemphasis in literature on distinguishing first- and second-order therapeutic perspectives has produced schism within field of family therapy. Attempts to bridge that schism, using view of language that informs dialectical psychology to construct both-order, and framing of first- and second-order, perspectives. Such framing…

Describes neocognitive learning theory's major principles and assumptions, cites contemporary research evidence which supports each assumption of this perspective, distinguishes how this model of learning offers significant advance over first-generation cognitive and reciprocal social learning models of deviance, and discusses implications of…

The article provides a chart which summarizes conclusions drawn by researchers concerning the performance each hemisphere plays in human information processing, and gives suggestions on programs or activities which will enhance skills and significantly expand learning potential of gifted children. (PHR)

Discusses the Social Relations Model (Kenny and LaVoie, 1984), which allows one to partition social interaction into component parts. Family interaction data are reanalyzed using the model, and the subtle influence of partners on the behavior of actors is highlighted. The strengths and limitations of the model are discussed. (JAC)

Reviews major learning style theories. Discusses cross-cultural research on learning styles and explores implications of this research for counselors. Discusses implications of accommodating learning style preferences of various cultural groups for counselors. Cautions it is important to recognize learning styles are individual rather than…

The author attempts to (1) sensitize teachers to the difficulties of teaching adults, (2) review components of the learning process, and (3) give a prospectus for an adult learning theory and supportive instructional theory and strategies that enable classroom teachers to reach every adult learner in the class. (CH)

Explores idea of an Africentric worldview as means for reducing stress among African-American women. Suggests that restructuring worldview can alter the cognitive appraisals of potential stressful situations. Proposes that Africentric worldview framework has potential to counter negative images that often result in stressful appraisals of…

Teaching in a cross-cultural context requires the use of culturally appropriate communication skills, an awareness of cultural relevance, and a teaching style matched to adult learning styles. (CH)

Reviews a model of cognitive development relating the self and self-evaluation, guidelines for applying the model, and counseling applications. Recognizes that individuals may vary their level of abstraction depending on such things as the source of information, the context, and the part of the self being discussed. (LLL)

Defines self-efficacy as personal judgments of performance capabilities in a given domain of activity and discusses the role of self-efficacy during classroom learning of cognitive skills. Research findings are presented showing how different educational practices affect self-efficacy. (NRB)

Assesses an effort by E.P. Torrance and co-workers to introduce a test they claim is based on a model of cognitive style that relates creative processes to hemispheric dominance. Challenges Torrance's theories and research methods and asserts that a model relating left and right brain dominance to creativity has little value. (GC)

Presents several perspectives on maladaptive perfectionism. Discusses origins and characteristics of this congnitive-behavioral pattern. Offers treatment recommendations for college students troubled by ego-dystonic perfectionism. (Author/CM)

Reviews existing literature relevant to cognitive issues in training. Discusses the effects of various cognitive attributes, examines the impact of various cognitive training strategies on trainee performance, and addresses methodological issues that have served to limit research activity. (LLL)

Presented is a questionnaire to help individuals determine their own unique thinking style: pragmatist, analyst, realist, synthesist, and idealist. Questionnaire is from "Styles of Thinking: Strategies for Asking Questions, Making Decisions, and Solving Problems" by Robert Bramson and Allen Harrison. (JN)