The relationship between a cognitive style variable, field-dependence-independence, and instructional treatments that differed in two dimensions of discovery learning, level of guidance and level of abstraction, was investigated with 116 prospective elementary teachers. As predicted, field-independent students did better with minimum guidance,…

Does not support the hypothesis that cognitive regression takes place as a part of normal aging. (RL)

Patterns of relationships between 96 adolescents' cognitive and verbal domains suggest a three-level cognitive complexity continuum: Level 1, a creative, analytic, flexible, differentiating mode; Level 2, a person-oriented, moderately complex functioning level; and Level 3, an inflexible, concrete, simplistic mode of operation. (RL)

College students' willingness to persist in a learning activity was studied in relation to personal versus impersonal methods of feedback. The 80 subjects represented four different belief systems, according to Harvey's This I Believe Test. Mechanized teaching aids were not conducive to persistence for all types of students. (GDC)

The observable deficiencies in would-be instructional leaders can be overcome by a well conceived Human Resource Development (HRD) program. Describes a strong HRD program designed to improve administrator leadership ability. (Author/RK)

The lateral eye movement paradigm was employed to test the hypothesis that narrow categorizers, who are believed to be more analytic in information processing, make characteristic use of the left hemisphere, while broad categorizers, being more holistic, depend more on the right hemisphere. Results are discussed in terms of cerebral specialization…

One problem facing gerontological educators today is the demand for individualization or personalization of instruction. This paper describes a procedure that has been successfully utilized in other areas to meet this demand. Appropriate application of materials presented here will make gerontological education more relevant. (Author)

Verbal and nonverbal behaviors of fifty 2-year-old children and their mothers were recorded during free play, departure, and separation situations. Measures of the child's and mother's cognitive abilities and maternal cognitive style were also obtained. Sex and social class differences in child and maternal behaviors within each situation were…

High school students read textual passages organized around a semantic, temporal, or random theme. Free recall, semantically, and temporally-cued tests measured recall. During free recall, the organized passages yielded greater recall. For the cued tests, more words were remembered when the passage organization matched the type of test cue.…

Presents an alternative conceptual model of Reflection-Impulsivity. The alternative dimension delineates both a cognitive style and a cognitive efficiency dimension. A methodological alternative for use with the model is also presented. (BD)

This research explores the relationships between the cognitive variables, as measured by Piagetian tests and standard Raven Matrices, and Witkin's Field-dependence/independence dimension, (FD/FID). The association between sex, social class, and personality variables with the Witkin's dimension is also investigated. (Author)

Indicates that searching for product information before an actual purchase tends to be negatively related to dogmatism, and that the number of other people approached for information had the highest negative correlations with dogmatism. (RL)

The creation of a more humanized classroom and the inclusion of the intangible elements of culture into the total instructional design will expand the viability of bilingual-bicultural education to a new level. However, culture cannot be an isolated component of the curriculum, but rather an integrated part of the total thrust. (NQ)

Administration of the Learning Styles Inventory (LSI) to randomly selected groups of 1,769 male and 1,369 female community college students revealed statistically significant differences between males and females on 15 of the 21 LSI scales. Differences in learning preferences for structure, content, and mode of instruction, and for academic…

This paper finds that, in general, college students give lower ratings to professors with whom they have normative dissonance. It suggests that dissonance should be given more consideration, raising the possibility of "matching" students and professors. This would also increase the objectivity of student evaluations. (Author/BP)