Presents a proposed unifying relationship between instructional methods and cognitive operations, and argues that it is the location of the processing of the learning task that defines the function, type, and extent of the instructional method required. More than 50 references are listed. (MER)

Reviews concepts and studies about social class, educational achievement, and learning styles. Attempts to survey literature pertaining to socioeconomic status and educational achievement and to present the main arguments. (Author/MW)

Differential instruction approaches appropriate for teaching students with differing ethnic and racial backgrounds are a key to developing effective approaches to multicultural education. Important and frequently discussed approaches include student learning styles, dialect differences among ethnic and racial groups, and bilingual education.…

The potential abilities of microcomputers to respond to personal learning patterns and individual learning styles are discussed. (MP)

Development of an information processing model provided concepts for analyzing test anxiety. Results implied that worry reported by high test-anxious students is due to inadequate knowledge of subject matter rather than a personality characteristic. Programs emphasizing learning strategies and coping techniques are urged. (CE)

This article analyzed the work currently under way with regard to cognitive mapping of vocational students in Oregon community colleges. The primary focus of the study was to determine if the cognitive mapping efforts of selected Oregon community colleges were contributing to student success in vocational classes. (Author)

Reviews research on instructional techniques recognizing the different learning styles, languages, dialects, or cultures of minority students. Concludes that special educational programs for students of other cultures may have both positive and negative outcomes. (JM)

Examined differences between five-, seven-, and nine-year-olds' ability to estimate their counting accuracy for large set sizes on tasks of three levels of counting difficulty. With increasing age, children's estimates of their counting accuracy increasingly corresponded to their actual counting accuracy. (Author/DB)

Presents contemporary positions on cognitive learning styles, provides a brief description of 12 cognitive learning styles and of recent research studies, offers criterion statements for consideration in reviewing research studies on cognitive learning styles, and offers suggestions for teachers concerning cognitive learning styles. (Author/CM)

These studies indicated preschool children show a high degree of variability when responding to the same test questions within short time intervals. In two studies, children were inconsistent in responding. In a third, one-third of the children responded inconsistently. Studies with standardized test items revealed inconsistency among most…

The Conceptual Style Test, a mathematics achievement test and an intelligence test were administered to grade 6 children, 206 boys and 212 girls, in five urban Jamaican elementary schools. Mathematics achievement had significant positive correlations to analytic conceptual style and intelligence; girls had higher mathematics achievement than boys.…

A review is presented of major theories on the characteristics of adult cognition. The roles of social and cultural backgrounds, education, mental ability, and experience as they pertain to cognition are discussed. (JD)

The cognition theories of Piaget as they apply to adults are examined in the light of new theories about the characteristics of formal reasoning abilities and their acquisition over a long life span. (JD)

An investigation of adult reasoning processes revealed that the more relevant the cognitive task was to the developmental task of the learner, the better the performance was likely to be. (JD)

The need to recognize differing learning styles in children so as not to ignore the gifted but learning disabled student is stressed. The use of games in math instruction is considered and suggestions for presenting word problems in ways which take into account differing styles are offered. (PHR)