A continuation of the exploration of the various ways that knowledge and insight are achieved. Explains that even instruction in basic skills can benefit from this appreciation. Provides descriptions of classroom activities that demonstrate how the various modes of knowing can be used for conceptual exploration. (FL)

Three self-report instruments assessing learning style were administered to 106 undergraduates. Performance measures on word list and prose learning tasks were also obtained using both immediate and delayed retention tests. Canonical correlation analysis of the pairs of instruments indicated a small to moderate amount of overlapped variance.…

The relationship between the cognitive style variable of field dependence/independence and instructional treatments was investigated using high or low guidance in a unit on networks taught to 97 prospective elementary teachers. (MK)

Recent studies on how students solve problems are summarized and suggestions are made of how engineering teachers can apply this information. (BB)

Compared the performance of learning disabled and normal-achieving third- and fourth-grade children on Kagan's Matching Familiar Figures Test to determine group differences along the impulsivity-reflection dimension. Overall results suggest that learning disabled children are not more impulsive but rather use poor strategic behavior in processing…

As predicted, Anglo American children are significantly more field independent, higher on in achievement, and tend to be higher on in power; Mexican American children tend to be higher on in affiliation. (Author)

Research on cognitive styles, particularly field dependence/ independence has implications for understanding how students learn; how teachers teach; how teachers and students interact, and how students make educational and vocational choices and perform in the areas of their choice. (Author/MV)

Presents an array of proven teaching strategies that help break the cycle of failure that can occur when reading instruction is not compatible with at-risk students' strengths and preferences. Advocates instructional methods for reading that are matched to students' individual learning styles. (RJM)

Incorporated findings of a general literature review with opinions offered by 39 burn survivors. Results indicate that care factors influencing resiliency include social support (cultural influences and community, school, personal, and familial support), cognitive skills (intelligence, coping style, personal control, and assignment of meaning),…

Learning style preferences were identified for 1,264 10th and 11th graders in a vocational school, of whom 164 had learning disabilities, 45 mental retardation, and 32 socioemotional disturbances. The information is useful for matching instructional style to the best learning mode of students with disabilities. (SK)

Offers 19 ideas based on learning styles to enhance student motivation. Includes tips for: conducting miniexperiments to identify peak learning times and conditions; varying teaching methods, mood, and pace; incorporating clear objectives, structured choices, relevant material, and humor; and keeping parents and students informed about learning…

Impact of situated cognition on map skill retention and cognitive style effects on learning were studied with 45 fourth graders. Immediate postperformance assessment did not differ for experimental and conventional instruction groups, and conventional instruction groups performed better after delay. Cognitive style affected learning only in the…

One group of Illinois secondary agriculture students was taught using a problem-solving approach (PSA), the other with a subject-matter approach (SMA). A problem-solving posttest and Group Embedded Figures Test showed significantly higher problem-solving ability in the PSA group. Field independent learners in the PSA group significantly increased…

Describes a study conducted at Brunel University (United Kingdom) that examined the effect of users' cognitive styles on their perceptions of multimedia technology quality in Web-based instruction. Presents the theoretical background and discusses Quality of Service and Quality of Perception. (LRW)

Reports a study exploring the learning styles and perceptions of undergraduate and postgraduate students at Brunel University (United Kingdom) in relation to using the Web for learning. Explores the sequential/global learning style dimension in relation to three categories of Web-based interaction: learner-tutor, learner-leaner, and…