A study of test performance and field dependent-independent (FD/I) cognitive style in 250 college students showed consistently positive correlation between FI and cloze test scores, and other measures such as final grade. It is suggested cloze tests may call forth cognitive restructuring capabilities more easily for more field independent…

An investigation was undertaken to determine whether highly aroused (e.g. highly anxious) students are handicapped with regard to their ability to learn through deep processing and elaboration. The hypothesis that well-developed deep and elaborative habits of thought might counteract the disruptive effects that excessive arousal has upon students…

Examined adult age differences in use of context to study and retrieve information. Young and old adults were presented with a series of homographs (targets). Recognition memory for targets was tested. Recognition decreased in both groups as the retrieval context became more dissimilar to the study context. (Author/JAC)

Hypothesized that high self-preoccupation (SP) subjects would perceive negative feedback as more negative and positive feedback as more positive than low SP persons. Results indicated high SP persons distorted all feedback; subjects who received negative feedback first showed higher evaluation to both positive and negative feedback. (Author/RC)

Examined the hypothesis that subject differences in conceptual complexity (CC) may mediate individuals' cognitive and emotional responses toward problem situations. Results showed high-CC individuals reported more internal attributions and fewer negative task statements and showed less increase in negative mood. (Author)

Results indicated no interaction between modality preference and reading method. The visual method of teaching resulted in higher achievement regardless of modality preference; however, children with an auditory modality preference were generally superior in achievement compared to those with a visual preference. (Author)

This study examined the relationship between two focus-scan items and five student-based ratings of instructional effectiveness. Results showed that there is scant evidence that students' cognitive styles or strategies are strongly linked to instructor/course evaluations. (Author/AL)

A study was done to examine whether certain observed play behaviors of young children might show relationships to scores of assessments of cognitive constructs. The investigation sought to determine the extent to which responses related to such behaviors as pretend play, sense of humor, acts of aggression, and talkativeness. (JN)

Examined the effects exerted upon compliance behavior by two types of dispositional self-conciousness. Subjects (N=65) were induced to make incorrect responses on a perceptual task by means of simulated group pressure. Results indicated that private self-conciousness was associated with the tendency to make judgments using internal perceptions.…

Examined the possible facilitating effect of thematic materials in Wason's selection task. Two experiments failed to replicate previous findings. In support of a memory-cueing hypothesis, improved performance was found for an implication rule that was part of subjects' past experience. (Author)

Discusses a common misconception in the area of electric circuits at the level of introductory college physics. The data, collected from clinical interviews, shed light on the cognitive sources of misconception. Also discusses some implications for laboratory approaches used in science courses. (Author/SK)

A sample of White adults was tested to determine daydreaming propensity as influenced by interrelated demographic variables. Also reports the effects demographic variables had on mental activity related to daydreaming, such as attention, boredom, and curiosity. (JAC)

Ned Herrmann is interviewed regarding his latest theories on "applied creativity" and the design and delivery of "whole brain learning." He discusses the roles of the brain's two hemispheres, the Herrmann Brain Dominance Instrument, the importance of brain dominance to trainers, and the link between creativity and productivity.…

An explanation is given of the three cognitive style dimensions and the instruments that are useful in determining students' learning style. Special emphasis is on application to instruction in biology. (SA)

The Learning Style Inventory (LSI) measures an individual student's learning style and preference for physical learning environment. LSI scores for 321 students in grades 3, 6, and 7 were correlated to their self-concept scores. Eight LSI variables discriminated significantly between subjects with high and low self-concepts. (SJL)