Outlines the differences between left-brain and right-brain functioning and between left-brain and right-brain dominant individuals, and concludes that creativity uses both halves of the brain. Discusses how both students and curriculum can become more "whole-brained." (Author/JM)

Used semistructured interviews to identify memory strategies used by 35 older adults. Asked participants to describe the strategies they would use for various activities. Results indicated (1) the elderly may have limited repertoires of alternative memory strategies, and (2) the types of materials used can significantly affect their performance.…

Demonstrates how the speech and writings of Blacks living in the United States and abroad reflect a holistic cognitive style. (DA)

Sample data for the Matching Familiar Figures Test (MFFT) were obtained for 90 regular high school students (Group 2) and 41 mildly intellectually handicapped (MIH) adolescents (Group 1) undergoing work preparation training. (Author)

Describes efforts at Worthington High School (Ohio) to use a diagnostic/prescriptive program based on students' learning styles to improve instruction. Utilizing the Learning Style Inventory, the school's staff believe they have made a breakthrough in high school instruction. (Author/WD)

Investigated the modification of impulsive responding to WISC-R subtests using a procedure which forced the child to delay before responding. Screened boys, ages 8-0 to 8-11, on the basis of cognitive tempo. Retesting showed the forced delay administration significantly improved the scoring of Impulsives but not of Reflectives. (Author/RC)

Suggests that individual students' learning styles should determine counseling techniques and strategies used and recommends use of the Learning Style Inventory for this purpose. Tables present learning style compatibility with selected counseling objectives, interventions, and programmed materials related to learning styles. (WD)

Examines stability of individual differences in behaviorally induced heart-rate reactivity in 34 boys presented a cognitive task. Task-related heart-rate reactivity revealed substantial and highly reproducible individual differences in heart-rate reactivity independent of subjects' task performance. (Author/DB)

Thirty middle-class preschoolers (ages three to five) were tested with the Acuff and Sieber-Suppes Manual for coding children's responses to paintings and two forms of the Embedded Figures Test. At age 5, significant positive correlations were found between cognitive style and total cue attendance and two attributes, sensory and organizational.…

Piaget's use of the equilibrium model to define knowledge results in a cybernetic conception of knowledge that cannot explain how knowledge becomes possible. The knowledge that behaviors apply discriminately must be acquired, and cannot be programed, and therefore cannot be learned. (FG)

When presented visual patterns for 100-msec followed by a 100-msec patterned masker at intervals of 0, 250, 500, and 2,000 msec after the offset of the stimulus, only infants in the 2,000-msec stimulus-masker interval condition significantly fixated a novel stimulus longer than a familiar stimulus. Results suggest visual processing in infants is…

Newborn infants' fixation of a graduated series of visual stimuli significantly differed in the absence and presence of white-noise bursts. Relative to the no-sound condition, sound resulted in the infants' tendency to look more at the low-intensity visual stimulus and less at the high- intensity visual stimulus. (Author/DB)

Teachers' ratings of their students on a 40-item learning style checklist based on M. Rosenberg's descriptive theory of four learning styles were factor analyzed for a predominantly Black sample of 377 eighth grade students. (Author/PHR)

Reports the findings of research that correlated the differentiation and association abilities of researchers in an industrial research and development firm and a chemical research company with their demonstrated scientific creativity to test a dual-nature theory of creativity. Author discusses the implications for developing creative work teams.…

Eight men and eight women responded "same" or "different" to pairs of geometric figures. Male subjects showed a left visual-field advantage regardless of the level of processing, whereas female subjects did not show a clear-cut hemispheric asymmetry. Results are discussed in terms of sex differences in processing strategies. (Author/SJL)