Discusses the origin and elaboration of the concept of learning styles. Traces the influence of a cognition and learning-centered approach to the psychology of individual development. Argues for an integration of various models into a single learning style. Includes a tabular description of fundamental dimensions of cognitive style. (MJP)

Considers the theoretical validity of two approaches to cognitive style. Wholist-Analytic maintains that cognitive processes depend on the interaction of two opposing forces, destructive and constructive. Reflection-Impulsivity characterizes learners according to their reflective or impulsive responses to solution hypotheses. Evaluates these…

Criticizes the use of test-retest correlations, differences between means, and other group effects in studies attempting to evaluate the relative stability of learning styles. Examines the use of the "Learning Style Inventory" and the "Learning Style Questionnaire." Recommends that researchers directly analyze the stability and…

Reviews the research on the interaction effect of learning style, learning style orientation, and the educational environment on learning outcomes. Considers how the findings from educational research can inform training and development practice. Discusses the lack of reliable measures of cognitive style that can be easily administered to…

Identifies metacognitive realism as the accurate assessment by a learner of their knowledge on a subject. Considers whether realism in metacognition is a stable trait, and possible influences. Briefly reviews the literature and experimental evidence and concludes that metacognitive realism is both style and strategy. (MJP)

Reviews the origins of the concept of cognitive style. Explores the fundamental applications of that style and relevant methods of assessment. Examines the distinction between style, which is likely to be relatively fixed, and strategies which are capable of being learned and developed. Discusses the relationship of style to learning preferences…

Provides a quantitative analysis of the effectiveness of Interactive Working Groups (IWG). IWG is a process-oriented instruction developed at the Vrije University in Belgium. Analyzes such variables as prior knowledge test results, examination scores, and learning style characteristics. Results showed that IWG enhanced learning performance and…

Describes an experiment where 15 adults received a computer presented "Cognitive Styles Analysis" to assess their positions on two cognitive style dimensions: Wholist-Analytic and Verbal-Imagery. The subjects then completed word association and identification tasks while their electroencephalograph readings were monitored. The readings…

Summarizes the results of a study of 245 university undergraduates and describes the range of individual differences in cognitive style within that sample. Identifies four broad categories: (1) cognitive personality elements, (2) information processing style, (3) approaches to studying, and (4) instructional preferences. Discusses the differences…

Reports on a study that required student teachers training in business education to produce open learning materials on intercultural communication. Analysis of stages and responses to this assignment revealed a distinction between "deep" and "surface" learning. Includes charts delineating the characteristics of these two types…