The article reviews cognitive training for modifying social behaviors among handicapped children. The use of self-evaluation/instruction strategies is explored including such areas as locus of control and generalization and maintenance of appropriate behaviors. (PHR)

Third grade students were identified as either fast/accurate or slow/accurate in response style on the Matching Familiar Figures Tests and Thurstone's Spatial Relations Test. The fast and slow students performed similarly on untimed tasks, as predicted. Contrary to expectations, they also scored similarly on timed tests. (Author/RD)

Right-handed sixth graders were administered the WISC Block Design and verbal and nonverbal versions of the Rod-and-Frame Test (RFT), measuring field dependence/independence. Results seemed to reflect a right hemisphere processing for the nonverbal RFT and a possible sex bias against girls in its traditional verbal administration. (Author/SJL)

Twelve fifth- and sixth-grade field-dependent and field-independent teachers were observed for 96 hours in regular elementary classrooms. Statistically significant differences were obtained from 8 out of 10 instructional behaviors observed between field-dependent and field-independent teachers. (Author/SJL)

Five pieces focus on task commitment in gifted students. A discussion on assessment of task commitment is followed by articles from the perspectives of kindergarten, elementary, and middle school teachers and a parent. (CL)

Recognizes the diversity of the student population and the need to identify the students' learning styles and to develop strategies to accommodate those styles. Suggests instruments instructors can use to assist in the identification of learning styles and steps administrators can take to increase learning options. (AYC)

After a brief reminder of the essentials of the Structure-of-Intellect model, this paper points out what this model can tell us about the nature of learning, the imbalances in education and intelligence testing, about procedures for fostering intellectual growth, and about other incidental educational problems. (Author)

Special certification for teachers of adolescent students is recommended both because of the uniqueness of these students and of the tasks their teachers perform. (JD)

Five studies investigated self-other differences in processing personal information. Undergraduate students rated self-referent or other-referent personal adjectives. (CM)

Examines interrelations among measures of memory in order to determine whether individual differences in 8- to 11-year-old children's performance on learning and memory tasks may be attributable to a general strategic factor. (CM)

In a study of style of learning and thinking (hemisphericity) as it relates to scores on creativity tests, 28 graduate students were studied. (Author/PHR)

Details a study which contrasts the preference of older students for a more traditional learning environment with that of younger students for an environment conducive to greater interaction. Advocates matching instructional styles with learning styles, especially with regard to these age differences. (DD)

The article includes a general discussion of individual differences and a report of a study conducted as a part of the Frankfurt Project. The study indicated that, in primary school, reflective pupils seem to be better achievers in mathematics than impulsive students. (MK)

A description is given of several theories of learning styles. The implications for mathematics education are discussed; special attention is given to corrective teaching. (MK)

Discusses cognitive style (the degree to which perception is influenced by environmental variables) and cognitive control (which focuses on the regulation of perception by the ego). Concepts addressed include field dependence-independence, field articulation, conceptual style, cognitive tempo, intrusive information, focal attention, and…