A literature review describes several dimensions of cognitive styles in an effort to illustrate individual stylistic differences. Discusses the field dependence-independence dimension, taking into account age, sex, and cultural differences. Suggests that cognitive style theory needs to be structured in a broader theoretical framework. (NH)

A study of the learning style preferences of 133 graduate students found differences among age cohorts and between men and women. Ways to construct accommodating learning environments were identified. (SK)

In Study 1, upper-division university students took the Witkin Group Embedded Figures Test. Neither race nor sex differences were found. In Study 2, Black and Euro-American freshmen completed that test, a modified Kohs Black Design Test, and the WAIS Picture Completion Test. Racial differences on embedded figures appeared. (Author/SJL)

Norman Williams' moral development theory was tested with students, ages 7, l0, l2, and l5, in Durham, England. Tentative support resulted for his classification scheme and conclusion that moral development is cumulative in nature and that it occurs within four parallel modes: expedient, altruistic, intuitive, and heteronomous. (SJL)

Research has suggested that race and sex are strongly associated with the "imposter phenomenon" (I-P), a secret, intense, subjective self-perception of phoniness experienced by many high achievers. Sex, race, and perceived atypicality were examined in relation to the imposter phenomenon for 30 persons with adequate achievement in career…

Presents a 21-item questionnaire that teachers can use to discover their personal beliefs and biases about how individuals in different cultural, gender, racial, and religious groups learn best. Answers for each question are discussed, and brief descriptions of two research projects testing the impact of teaching to various learning styles are…

Investigated whether learning style was related to gender and age among Elderhostel participants (N=103). Results indicated that gender was related to learning style; age and learning style were not related. Females scored higher than males on Abstract Random Channel; males scored higher than females on Abstract Sequential Channel. Both genders…

This study investigates the learning styles of college majors using the Canfield model. Disciplines differed significantly regarding style. Students majoring in mathematics and science fell into the applied categories more often than those students majoring in humanities, social science, and education, who fell mainly into conceptual categories.…

Explored gender differences in performance on Piagetian tasks of horizontality and verticality, in a stratified random sample of 192 Igbo primary school, secondary school, and university students. Some results supported previous findings on sex differences in reference task performance, but other findings did not fit the predicted pattern. (GC)

Investigated gender differences in the learning styles of high school boys and girls from Bermuda, Brunei, Hungary, Sweden, and New Zealand. Data from student surveys indicated that although boys' and girls' learning styles differed in numerous ways, individuals within each group were more unique then either group as a whole. Country-specific…

Investigates (1) the relationships between cognitive performance and cognitive styles and predictive possibilities and (2) performance differences by sex, school, grade, and income in 92 Indian adolescents. Assessment measures included Liquid Conservation, Islands, Goat-Lion, Hanoi-Tower, Rabbits (Piagetian); Block Design (WISC-R); Paper Cutting…

The reliability of Oltman's Portable Rod and Frame Test (PRFT) was assessed using 60 first-, third-, and fifth-grade children. Various reliability estimates ranged from .90 to .97. Age and sex differences were also examined. (Author/BH)

Assessed cognitive styles of 300 children aged 3-5 years and explored social factors in children's play based on their cognitive style. Field dependent children engaged more often in activities with others and with concrete objects, while field independent children were more involved in restructuring the environment. (RJC)

Current research and though regarding the relationship of individual difference (ID) factors to achievement in the basic skills is reviewed. Four major categories and nine subcategories of ID factors are defined and serve as the framework for the review: status factors (age, sex, and race, ethnic group, and socioeconomic status); intelligence…

This study investigated the relationships among environmental noise (i.e., location, type, and constancy) and graduate student preferred learning styles (visual-overhead transparencies, auditory-lecture, kinesthetic-activity), gender, and age differences. The participants were 43 graduate students, who were currently teachers with experience…