The present study was undertaken in order to investigate issues related to the integration of instructional simulations in the education of young children aged from 5 to 6.5 years old. A counterbalanced measures design was adopted to investigate the extent to which there was an interaction effect between field dependence-independence (FD-I) and…

To continue exploration of the educational problems of deprived children, 32 disadvantaged and 32 advantaged children ranging in age from 4 years, 8 months to 5 years, 8 months, were selected to take a battery of tests designed to measure some of the skills and characteristics thought to be related to academic success. The factors measured and the…

This study examined possible relationships between the analytic/global dimension of cognitive style, as defined by Davis and Klausmeier (1970) and measured by the Children's Embedded Figures Test (CEFT), and two modes of instruction varying in the level of guidance provided the learner. Sixty Anglo subjects (eight and nine years old), identified…

Cognitive styles characterize individuals' personalities as well as their social and cognitive functioning. An assessment of cognitive style can present another dimension of individual differences in children as the basis for planning and evaluating early childhood programs. (Author/LC)

This study was designed to determine whether instructional treatments specifically designed to match identifiable learner characteristics can produce significantly better learning than mismatched instruction. Instructional treatments for geometry were developed to match learning patterns of individual students, using field-dependence and…