Variables in student performance--including instructional mode, conceptual approach, perceptual preference, curricular interest, time preference, and counseling needs--are discussed; and the author suggests that alternative schooling which takes these variables into account for individualization would serve gifted students as well as slow learners…

Approaches language teaching and learning with the idea that: (1) before they start learning all human beings are equipped with a great deal of implicit understanding of any new language, and (2) learning of a new language must be ultimately bound up with the process of operating in a new culture. (PJM)

Suggests that while slavish, excessive memorization is a habit that hinders the development of critical skills while stifling originality and precision, in certain cases the best approach is to accept the memorization habit partially, in order to exploit it for its own eventual elimination. Capitalizing on students' intellectual curiosity…

Investigated ability of young children to interpret aerial photographs and maps, sought age and/or cognitive development differences, and probed whether or not some environmental features were more consistently recognized than others. (Author/DB)

In this study, learning was maximized by matching students with a certain learning style with complementary instructional strategies. (MM)

Results of this study demonstrated that while positive occupational information alone leads to greater simplicity, negative or mixed information significantly retards the trend toward greater simplicity. Results are discussed from both theoretical and practical perspectives, especially with reference to the typical occupational information…

Examined the relationship of learning styles and interpersonal relationship needs of human relations group members. A group leader should be aware of learning styles of group members, for these will influence how members participate, what they invest themselves in, and the learnings they may experience in the group. (Author/CC)

Cognitive interactions of science lessons can vary along many different dimensions. Although teaching practices in secondary science classes generally progress from knowledge of facts and principles to applications and problem solving, the trend is reversed in grade 12. Less practical application is evident in early secondary grades. (SB)

Students in three mathematics classes were assessed on two aptitudes, field independence and general reasoning, and randomly assigned for a discovery treatment. There was a significant interaction with general reasoning on the retention test. There were no interactions with field independence. (Author/MK)

Finds support for the hypothesis that individuals who prefer a visualization strategy will obtain higher scores on the "Mental Rotation Test" than individuals who prefer an orientation strategy. (RL)

This study investigates performance differences between reflective and impulsive subjects on a recognition memory task. Results indicate that verbal recognition memory is sensitive to both cognitive style and presentation mode. (JMF)

This study sought to determine whether differences in cognitive style would be reflected in the quantity of information available in memory. In order to obviate the criticism that differences between impulsive and reflective subjects might be a function of exhaustiveness of search, stimuli were presented for a restricted period. (Author)

The notion that elderly adults respond more slowly than younger adults in order to ensure accuracy was investigated. The Matching Familiar Figures Test was administered to 10 males and 10 females from each of the following age groups: 30-39, 40-49, 50-59, 60-69, and 70-79 years old. (Author/SS)

Students of the Problem-Solving Project Group report on the results of a two-year study of how they solve problems. (BB)