Analogous auditory and visual central-incidental learning tasks were administered to 24 students from each of the second, fourth, and sixth grades. The visual tasks served as another modification of Hagen's central-incidental learning paradigm, with the interpretation that focal attention processes continue to develop until the age of 12 or 13…

Beginning with the observation that sex differences affecting the learning process have largely been ignored in our schools, this dissertation reviews literature on the differences in learning characteristics of boys and girls and proposes a proprioceptor stimulation or multisensory approach of teaching. The author maintains that kinesthetic…

Using 170 ninth-grade rural students, the study examined (1) whether modality preferences are a factor in student learning styles; (2) whether male and female students and students at different achievement levels expressed differing learning style preferences; and (3) how learning style characteristics relate to student self-concept and general…

A study investigated the proposition that males have a predominant tendency to encode visually when reading, whereas females tend to encode phonologically. Arabic symbols were used to teach a group of 24 college students to "read." Subjects were assigned randomly to one of two conditions: learning the symbols as "letters" one by one with the aid…

Summarizes the results of a study of 432 adult secondary students. The study examined the relationship between learning style, gender identity of the student, the subject taught, and the gender of the teacher. Multivariate techniques reveal gender identity to be the most significant factor in learning style differences. (MJP)

Describes a study that investigated the effects of computer and noncomputer environments on fifth- and sixth-grade students' learning of geometric motions. The use of LOGO and the treatment of experimental and control groups are discussed, and the results of immediate and delayed posttests are reviewed. (38 references) (LRW)