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)

Discusses four central issues related to teaching multicultural counseling: (1) the educational process; (2) the students; (3) the larger system; and (4) the departmental context. Suggests that counselors must be prepared to contribute to the growth of all clients and to recognize and validate cultural diversity. (JAC)

Teaching about reading and writing should be flip sides of the same coin. Writing reinforces and develops skills traditionally thought of as reading skills. (PP)

Two experiments were conducted to investigate how children remember distance and location of landmarks in a large-scale environment. The effects of cueing and suggesting a step-counting strategy on four- and nine-year-old children's ability to recall events on a jogging course were explored. (Author/PP)

Discusses the duality of mental processes, learning styles and brain research (concerning brain growth, hemispheric specialization, and sex differences) as they apply to teaching mathematics. Discusses the implications of these topics as well as individual learning styles and basics-versus-creative school curricula for curriculum development. (WAS)

The knowledge structure in a course determines what strategies students need in order to learn the subject matter and what methods a teacher may use to teach it. The conceptual structures in university courses were analyzed to provide a baseline for understanding the characteristics and organization of course content. (Author/MLW)

Presents a method and rationale for enhancing verbal learning in a typical reading-language arts lesson through personal and group generated images and associations. (FL)

Discusses the application of Jungian analytical psychology to education. The author outlines Jung's concepts which relate to the foundations of education, personality development, cognitive processes, motivation, and curriculum theory. (AM)

This study examined the relationship between two focus-scan items and five student-based ratings of instructional effectiveness. Results showed that there is scant evidence that students' cognitive styles or strategies are strongly linked to instructor/course evaluations. (Author/AL)

Tested competing hypotheses about the acquisition of terms that refer to relationships in both time and space. Hypotheses were as follows: (1) language of time is acquired as a spatial metaphor; and (2) differential experience with the dual senses of each term results in different acquisition patterns depending upon which sense dominates actual…

At intervals during the reading of an article, college students were asked to stop and state how they were preparing to answer an unspecified question about the article. Those students who had attempted to discern the question had significantly superior performance to those who had not devised such a strategy. (JN)

Pictorial humorous illustrations were found to have (1) no effects on information acquisition and on motivation, (2) positive effects on appeal, and (3) negative effects on persuasiveness. (PD)

Three criteria for an interpretable validity study linking ratings to learning are discussed: section means, ability controls, and criterion adequacy. Validity coefficients predict 5-8 percent of criterion variance and may be moderated by situational factors and student characteristics. (Author/MLW)

The process of education is examined. It is suggested that the transition from high school to college should be dynamic, with freshmen jolted and challenged in direct ways. College is a way to fulfill a student's vocation in the present as well as prepare for a future goal. (MLW)