Summarizes information processing models of the mind based on a literature review; describes a prototypical model of college learning; examines links between mental models and cognitive errors; reviews cognitive science students; and identifies six factors contributing to cognitive error production. (104 references) (Author/MBR)

The concept of students' cognitive preferences was analyzed considering empirical findings with cognitive preference tests. Cognitive preferences were identified as the modes of attending to the course subject matter: memory of specific facts, practical application, critical questioning of information, and identification of a fundamental…

Cognitive style has a great potential in individualizing instruction. This approach to learning presents opportunities to academic advisers, educators, and student personnel specialists. Cognitive style, Jung's theory of types, the Myers-Briggs Type Indicator, and field dependency and field independency are discussed. (MLW)

The Auditory Cognitive Style Task (ACST) and an IQ measure were administered to 64 good and poor readers in the first and third grades. ACST results indicated that poor readers: (1) committed significantly more errors; (2) had shorter response latencies; and (3) demonstrated inefficient strategies for successful performance. (Author/BS)

The similarity of process in psychotherapy and in college teaching, and the predictors of success in both processes, are discussed and tested using personality variables as predictors of success in two dissimilar medical courses. In both courses, as in psychotherapy, variables predicting success included aspects of personality adjustment and…

Describes a study which analyzed problem solvers' error detection processes by instructing subjects to think aloud when solving statistical problems. Effects of evaluative episodes on error detection, detection of different error types, error detection processes per se, and relationship of error detection behavior to problem-solving proficiency…

Using a question-and-answer format, this article presents information to help schools become more familiar with the concept of learning styles. Students appear to be able to identify their preferences and absorb more in environments that complement their strengths. (DF)

Current research in learning style and reading indicates that students' reading achievement and attitudes improve significantly when students are taught to read through their individual styles. Research topics that support this conclusion are listed and implications for improving reading research are discussed. (DF)

Tested the 16-item Study of Children's Learning Styles rating scale with 1,513 kindergarten children from diverse backgrounds. Principal components factor analysis revealed three distinct styles of learning-related behavior: Avoidant, Inattentive, and Overly Independent. Each style was related to other behavioral dimensions not devoted exclusively…

Criticizing a conventional view on the subject, this essay distinguishes the concept of educating an individual--that is, transmitting knowledge of any kind--from that of developing an "educated person," and discusses the implications of this distinction for schools' purposes and curricula. (MCG)

Describes a study that attempts to validate the Edmonds Learning Style Identification Exercise (ELSIE), purported to be a quick and easy means to identify and analyze a postulated relationship between preference for sensory modality in learning style and the potential for success in second language learning. (SL)

Examined field dependence/independence in the context of other variables for its value in providing a clearer understanding of the problem-solving process. Results from 150 students indicate that field independent students significantly out-performed field dependent students on the six problems administered. (JN)

A study of 11-year-old children concluded that the detection of changes in prose material is related to an individual's sex and level of extraversion. (Author/IS)

Examined spelling errors in the spontaneous writing of 12-year-old children (N=56). Results showed one set of errors related more to incorrect articulation than to poor spelling. A second set indicated the role of morphemic factors in the spelling of inflected words. (JAC)

Tested Cohen's hypothesis that students who develop the school preferred information processing approach will perform better than other students. Using six instruments designed to identify preferred cognitive strategies, 135 students stratified by achievement were tested. Results suggested achievement is signficantly related to the acquisition of…