School districts should let parents, students, and teachers establish alternative schools to accommodate differences in learning styles. (Author)

Describes a study done to compare the cognitive preferences of four student populations: postgraduate students in chemistry, students from academic high schools, those in vocational schools training to become lab technicians, and students joining science clubs. Results of a 34 item cognitive preference test are summarized. (Author/MA)

How one learns is as important as what one learns in preparing for a career. By matching a learning style to the learning environment, one can maximize opportunities for growth and development. Learning style myths, personal characteristics, and learning environments are discussed. (Author/MLW)

Several varieties of perceptual independence are investigated, including sampling independence, dimensional orthogonality, stimulus separability and integrality, and performance parity. A general multivariate perceptual theory is developed, and a precise definition of perceptual independence is offered. (Author/LMO)

Reviews learning style research and concludes that five elements contribute to each students' instructional environment--sound, light, temperature, design, and need for mobility. Argues that when those elements are strong preferences it is very difficult for students to overcome them. (FL)

Adult learning in the future needs to respond to both specific content or skills to be learned and to the holistic process by which learning is related to these goals. The goal of adult educators will be to link motivation with appropriate learning modes. (DF)

Proposes a cognitive information processing approach to instructional theory, which emphasizes the learner's role as opposed to the efficacy of different instructional methods, and posits that student use of cognitive strategies is an important part of the learning process. Findings of prior research are reviewed. Sixty-four references are…

Reviews the research literature on strategies and techniques employed by successful language learners and discusses the results of a questionnaire administered to 85 students, which dealt with specific learning tasks and their individual strategies. Responses of 18 A students are compared with responses of 18 C/D students. (Author/AMH)

Examined the effects of orienting task-controlled processing on text recall of younger, middle-aged, and older adults. Younger adults recalled more when recall was intentional or when preceded by a deep-orienting task. Middle-aged and older adults recalled more when recall was intentional regardless of depth of orienting task. (Author)

The effects of a networking learning strategy upon facilitating the learning of field-dependent students are investigated. Results indicate that the strategy improves learning behavior of the field dependents on list learning and spatial learning. Learning behavior of field independents and field dependents is also compared. (Author/AEF)

Two thousand students from 66 academic departments in six contrasting disciplines from British colleges completed an "approaches to studying" inventory and a course perceptions questionnaire. The implications of these findings are discussed in relation to ways in which the organization of teaching and courses may affect students'…

Two studies are reported which investigate sex, faculty, and age (academic year) differences in the study methods of students at an Australian university. The young students, the male students, and the students enrolled in science-based faculties appeared to be most in need of study methods counseling. (Author/SJL)

Discusses belief that foreign language teachers, with help and cooperation from better language learners, can help less successful students increase their competency. Teachers must take student personality and cognition variables into account. (Author/BK)

Curriculum methods and materials need to address the values, individual traits, and learning styles of the handicapped child with racial or ethnic differences. (SBH)

There is a current trend toward matching the style of teaching with the cognitive style of the individual student. (JD)