Discusses development of the Sonnier Model of Hemispheric Preference. Notes frequent references to the senses "visual" and "auditory" rather than the two hemispheric functions "visual" and "analytical." (RS)

Discusses David Kolb's four learning styles as they relate to adult learners. The four styles are the converger; the diverger; the assimilator; and the accommodator. Looks at the learning styles as they pertain to a first-year composition course. (JOW)

Examined late adolescents who drop out of church and others who remain committed to it. Survey of Seventh-day Adventist youth found commitment related to cognitive, experiential, and activity dimensions of religion. Ethical considerations, perception of one's importance to local congregation, and peer influence also played part in stepwise…

Presents seven responses by practicing teachers in response to the question, "How do you accommodate students with different learning styles in your classroom?" (HB)

Describes the Dunn and Dunn learning styles model. Discusses implementation of the model at an elementary school in Aberdeen, South Dakota, and how it has contributed to students' success. (SR)

In this month's Centennial Essay, Harvard's renowned child analyst and author tells how he learned to listen and to learn from the children he met in his professional role. (MLF)

Describes a Massachusetts language arts teacher's experiences with diagnosing seventh and eighth graders' learning styles and designing activity stations geared to a particular type. Students progress from one station to another, trying to figure out which activity goes with each style by experiencing each one individually. (MLH)

Cooperative extension agents in four areas (agriculture, 4-H/youth, family living, county directors) completed Kolb's Learning Style Inventory (n=211) to identify learning style preferences to develop the best ways to present state-level inservice education. (SK)

The ability to learn is the basis for all other skills and distinguishes effective employees from those that are not so effective. Trainers must teach employees to turn common events into learning opportunities and to create their own learning systems. (JOW)

Responds to Tennant's critique by asserting that the model does not denigrate directive teaching methods. Restates the model's claims: (1) adulthood does not ensure learner control; (2) good teachers use learners' present degree of control; (3) degree depends on both the situation and ability to transfer skills; and (4) mismatch between learner…

Successful accounting graduates will need to possess a broad range of relevant competencies; therefore, teachers must be sure that each graduate possesses the competencies business wants. Using alternative performance assessment techniques will help meet that goal. (Author)

Administration of the Learning Style Inventory to 324 postsecondary industrial education students in Florida showed the strongest cognitive style was Auditory-Visual-Kinesthetic; 42% were individual, 21.9% group learners; more preferred oral to written style; and the Auditory Language subscale had the lowest mean score and lowest percentage of…

A study involving 96 gifted adolescents examined internal and external validity of the Thinking Styles Inventory (TSI) within the framework of Sternberg's (1988) theory of mental self-government. Results provided evidence of the external discriminant validity but lent only partial support to the internal validity of the instrument. (Author/CR)

Discusses the theories of Robert Gagne who organized what was known about human learning into a useful model for teachers, trainers, and instructional designers. Describes his five domains of performance, eight building blocks of instruction, and nine events of instruction. (JOW)

Argues that the main area of educational research on effective learning should focus on the personal qualities of the educator. Suggests that this requires a mixture of conceptual analysis and psychological insight. Also argues that questions about different kinds of learning should be central to educational research. (DSK)