Discusses belief that foreign language teachers, with help and cooperation from better language learners, can help less successful students increase their competency. Teachers must take student personality and cognition variables into account. (Author/BK)

Effects of cognitive style matching on interaction patterns in teacher-student dyads were investigated. Cognitive similarity/dissimilarity was not associated with the interaction patterns. Dyadic interaction was affected by factors including cognitive style and sex of teachers and students and contextual factors, particularly whole class v…

Addresses the difficulties in assessing the receptive capacity and learning style of a child and matching it to the instructional aspects of schooling. Describes a teacher sensitization course that has been developed to make such matching possible. (WD)

Preschool children were asked to choose the figure most resembling a real man from three figures drawn according to formulas used by children to depict humans. Results suggest development of drawing systems influences children's conceptions about objects or events. (Author/DB)

The major purpose of the study was to document clinical observations of increased psychological stress among 100 mothers primarily from low socioeconomic and minority groups, who had recently delivered infants representing a wide range of neonatal conditions. (Author/SBH)

Curriculum methods and materials need to address the values, individual traits, and learning styles of the handicapped child with racial or ethnic differences. (SBH)

The staff of the Young Adult Training Center, Columbia, Missouri, used Canfield's Learning Styles Inventory to select enrollees for its training programs and to modify instructional strategies based on learner needs. The three vocational skill training programs involved were retail sales, building trades, and data entry. (CT)

Both the latency and errors dimensions of the Matching Familiar Figures Test (MFF) proved to have comparatively little association with social status; age and intelligence demonstrated much stronger correlations with sociometric scores. (Author)

Significant interaction was found between conceptual level and type of affect. Females were more empathic than males, and responses to nonambivalent affect statements were more empathic than responses to ambivalent affect statements. (Author)

The article examines the reflective versus the impulsive cognitive styles and the implications of these styles for special education teachers. (PHR)

Investigated the predictive power of two written tests of Piagetian developmental level, The Understanding in Science Test and the Reasoning Test. Also examined the extent to which two variables, level of reading comprehension and level of field dependence-independence, were associated with performance of secondary school Australian students on…

Four models of teaching methods are presented: social interaction, information processing, affective instruction, and behavior modification. The need for adapting these models to individual students is explored. (JD)

There is a current trend toward matching the style of teaching with the cognitive style of the individual student. (JD)

Examines the evidence for sex differences in cognitive functioning, and evaluates the evidence for hormonal, genetic, neuroanatomical, and cultural determinants of such differences. Inadequacies in research methodology are noted. (Author/SS)

Locus of control had substantial overlap with intelligence, but not with achievement. Analysis suggested that cognitive style and locus of control did not make an appreciable addition to the prediction by IQ scores alone of achievement in second and third grade learning disabled females. (Author)