Counseling process variables were investigated. Process variables were counselor-client congruency, counselor empathy, counselor verbal mode, and subrole. Counselor cognitive complexity did not significantly discriminate between measures of the process variables. There was a significant difference in performance on three process variables between…

Extends previous work about certain cognitive/semantic environments and hypertension by demonstrating that three additional cognitive/semantic environments show a trend in the direction of elevated blood pressure in undergraduates. A position supporting coordinated preventive program development for potential hypertensives, emphasizing the use of…

Current issues of multicultural concern include language, nonverbal communication, cognitive styles, and intelligence testing. Discussions about court mandates and research findings are included. Teacher attitudes and the responsibility of schools of education are examined. (JN)

Compared the assertive behavior of two groups differing in information-processing style. In experiment one, high conceptual-complexity (CC) subjects demonstrated greater content knowledge, direct delivery skill, and fewer negative self-statements. In experiment two, high versus low CC females were more assertive in difficult situations. (Author/RC)

Examines the shortcomings of prepackaged teaching programs for reading and writing instruction that are designed by those removed from the learning environment. (HTH)

Research investigating vocabulary and comprehension achievement, intelligence quotients, and reading error analysis indicates that dependence on within-word (intraword) characteristics is more important for beginning reading success than is reliance on between-word (interword) analysis. (CJ)

Attempts to validate the basic constructs of a theory of cognitive switching developed from human performance literature and signaled stopping research. Presents data which display behavioral traces of the ways people organize television news into their information-processing system. (JMF)

Recent research concerning learning via a single mode or particular combination of modes prompted an experiment which used a dual stimuli methodology. Manual sign, graphic, and oral stimuli were presented, in pure and in combination, to normal adults without previous signing experience. An efficiency rating of method of presentation was obtained.…

Information needs are defined in relation to conceptual incongruities and the satisfaction of such needs is discussed in terms of access to varying ranges of information sources, from individual learning resources to large-scale databases. (Author/SW)

Reports a study of the relationship between nonverbal analytical perception and performance on a standardized science achievement test among premedical and predental students. Hypothesized that students with above-average scores on the Embedded Figures Test would attain higher than average achievement scores, as compared with students with…

Three groups of boys, aged 6, 9, and 12 years, performed a positioning task with retention intervals of 10 and 30 seconds and visual-plus-kinesthetic or kinesthetic-only cues. Developmental differences were evidenced between the six-year-olds and older boys but not between the two older groups. (Author/SJL)

Provides evidence of students' varying cognitive styles. Notes the implications of these differences for English teachers, especially those teaching students from various cultural backgrounds. (JT)

Three groups of 20 fourth-grade children differing in imitation level were given embedded figures, locus of control, central-incidental and matching familiar figures tasks and tests. Results appear to show a relationship between imitation and selective attention but not with other aspects of cognitive style. (RH)

The effectiveness of competition as a motivational tool for enhancing classroom performance appears to be mediated by individual differences in cognitive style. (JD)

The preferred coding processes of 11-year-old children were investigated, as well as the effect of these preferences on recall of verbal material which varied by complexity of imagery, metaphor, and acoustic and semantic features. The hypothesized relationship between coding and personality was studied (f=fiche number). (MH)