Studied parenting status among 99 adolescents (parenting, pregnant, or never pregnant) in relation to perceived levels of family cohesion and adaptability and to levels of ego development. Findings showed no significant differences in ego development and on perceptions of family cohesion but did yield significant differences on perceptions of…

Used a 3 x 3 mixed factorial design to study relation between a person's dominant way of knowing (rationalism, metaphorism, empiricism) and the preference for three counseling approaches (rationalist, constructivist, behavioral) with college students (N=92). Found participants significantly preferred counseling approach hypothesized to represent…

Reviews assumptions about learners, learning, and the learning environment in an information age economy. Argues that one approach to encourage literacy and lifelong learning is to bring students' natural learning abilities (especially problem solving) into the school environment. (RS)

The article briefly describes resources for educators interested in experimenting with learning-styles-based instruction. Included are eight publications for adults, three videotapes, three measures of learning style, four publications for students, two guides for doing homework, four teacher inservice packages, five instructional resources, a…

This article identifies physical, psychological, and social obstacles that may block students' thinking ability. Guidelines are provided to help teachers uncover and overcome hidden obstacles. A glossary of thinking skills terms is included. (IAH)

Describes a study that examined the learning styles of 140 academic librarians in public and technical services using Kolb's Learning Style Inventory. The findings do not indicate significant differences in learning styles of technical and public services librarians. Relationships between learning styles and variables such as sex, age, education,…

Examines the processing order between the comprehension of a text and the use of comprehended ideas for such thinking tasks as comparing, evaluating, and problem solving. Finds that readers with limited background knowledge read in a more linear fashion than those with extensive background, who read in a parallel manner. (RS)

The link between learning style and Jungian psychological type was assessed using 492 ninth graders attending a metropolitan high school. Various learning style inventories were administered. Canonical correlation procedures indicated the presence of 2 bipolar learning preferences characterized by a reflective learner/active learner…

Schools should probably spend more time developing student awareness of learning styles than pushing teachers into more inservice workshops on adapting curriculum. The Learning Channel Preference Checklist included in this article allows students to assess their own preferred learning style(s) by choosing statements stressing visual, auditory, or…

Investigated interaction styles and success at problem solving by students of English as a Second Language. The most interesting outcome of this study was the finding that when passive learners were paired with active ones, these pairs were as effective as dyads made up of only active ones. (26 references) (Author/VWL)

Investigates the effect of cognitive style on the performance of college students on proportional reasoning tasks. Reports that students having proportional reasoning can be misled by the presence of field effects and that there was a significant correlation between the test of field independence and the items of proportional reasoning. (Author/YP)

Advocates cooperative learning as an effective tool for reaching slow learners, by bridging the gaps between the learning styles of slow learners and the teaching requirements of the classroom, resulting in improved academic performance for both slow learners and high achievers. (SR)

Training teachers as artists will develop an understanding of their own cognitive style and a trust in personal intuition. The art student imitates the masters, learns from peers, and develops by experimentation and subjective assessments. Teachers and art students both learn by becoming committed to their work. (JD)

The thinking styles of cooperating teachers and university supervisors were examined to identify differences between them. Results indicated that cooperating teachers exhibit significantly more "conventional" thinking than supervisors. University supervisors should make clear to cooperating teachers that student teachers must be…

A study evaluated the use of the Kolb Learning Styles Inventory as a predictor of academic potential, for use in recruitment of optometry students. Although distinctive learning preferences were observed in low- and high-achieving students, correlations were not strong enough for predictive use. (Author/MSE)