The proliferation of instruments reporting learning/cognitive style with school pupils is of particular interest, because most research on them focuses on applications in higher education, training and the adult workplace, where criticisms of their integrity, reliability and validity have been significant. This study examines two such popular…

If students were taught according to the results of learning style evaluations, students would be more likely to learn and educational malpractice suits would be dismissed. (Author/IRT)

In this interview, Al Canfield relates his professional experiences; defines "characteristic treatment intervention"; summarizes research about learning styles and their assessment and its implications for instruction; answers criticisms about learning styles research; considers the desirability of changing a student's learning style;…

This 126-item test, the Learning Style Profile, was designed to assess 23 scales involving learners' cognitive skills, as well as emotional and environmental study preferences such as noise and temperature. It contains both verbal and pictorial items. The test was designed for sixth- through twelfth-grade students and has a readability level…

The premise of this project was to reveal the differences in job-style requirements by using a technique called cognitive-style mapping, the thesis being that each job or occupation requires a person having a particular cognitive style system compatible with the job style or requirements. Cognitive style mapping is a technique used to assess an…

The Information Acquisition Preference Inventory was used to examine cognitive styles in relationship to students' use of study tasks and to assess subjects' preferred ways of learning and problem solving. The inventory, which has students rank words describing their own learning behavior, identifies four distinctive learning preference modes:…

Thought processes as they are observed during problem solving are discussed. A theoretical framework is designed to establish the correspondence between the tactics the subjects use to solve problems and thinking processes. (NCR)

Mentally retarded persons in sheltered workshops in West Virginia were studied in order to determine their learning styles and how these learning styles related to the populations studied by Witkin and others. (Witkin classified learning styles as either field independent--i.e. task oriented--or field-dependent--i.e., oriented to the social…

Describes two studies conducted with selected groups of elementary and secondary science teachers, which established levels of cognitive functioning, cognitive style, nonverbal intelligence, verbal ability and abstract reasoning. Constructs models of the relationship between variables from intercorrelations and partial correlations among tests.…

Investigated were the relation between functional M-capacity and student performance in solving chemistry problems of increasing M-demand. Student performance decreased as the M-demand of the problems increased. (Author/YP)

Cosponsored by St. John's University (New York) and the Learning Styles Network of the National Association of Secondary School Principals (NASSP), the conference was designed to bring together leading figures in the fields of student learning styles and brain behavior research. Thirty-two papers from the conference are collected in this volume,…

Research has revealed distinct differences in the problem-solving approaches of high- and low-aptitude students. As a consequence, content area teachers can focus on thinking skills by having students describe their mental processes and giving them feedback on erroneous or incomplete reasoning. (TE)

Knowledge of and use of the information provided by learning style theories can be of help in providing better educational experiences for students. Learning style preferences are of particular significance in programs such as allied health/health occupations education that practice selective admissions. Since the students have all been judged…

Three cognitive preference instruments were administered to 71 college students and 37 tenth graders to measure cognitive preferences in a natural information processing (learning) situation and to assess convergent validity of cognitive preference construct and instrument validity of conventional tests. Strong evidence of convergent validity was…

This first part of a preliminary study considered the impact of students' gender, cognitive learning styles, and computer anxiety on students' academic achievement and performance. The sample consisted of 60 male and 80 female undergraduates enrolled in two basic/developmental mathematics courses taught by one male and one female instructor at a…