Contexts in which mentally retarded children learn may be counter-productive in that they reinforce excessively dependent learning strategies. Research on nonhandicapped children suggests that contexts which allow children to initiate as well as respond promote independent learning, suggesting ways to structure learning opportunities for mildly…

Reports the results of a high-speed search task administered to overactive and distractible (hyperactives), normoactive and distractible, and normoactive and attentive (controls) children. Instructions emphasized speed, accuracy, or both speed and accuracy. Indicates that controls and distractibles conformed to the fast guess model, which relates…

This experiment examined the recall and recognition performance of 53 field-independent and 55 field-dependent learners who were with or without structure at the time of acquisition and/or at the time of recall. Patterns of performance were consistent with processing styles characteristic of field dependence-independence. (Author/LMO)

Proposes guidelines for the development of a curriculum of visual thinking for early childhood education. Outlines suggestions derived from Piaget's theory and research as they apply to developing children's mental imagery skills in the school setting. Relates Piaget's findings to those of learning theory and "split brain" research. (MCF)

Considers the implications of research on intentional learning processes for the role of the second language teacher. It is recommended that teachers take on the task of helping their students refine their competence as learners. Techniques for classroom practice are suggested. (MSE)

The study of trigonometric functions in terms of the unit circle offer an example of how students can learn algebraic relations and operations while using visually oriented thinking. Illustrations are included. (MNS)

Using 80 female undergraduate students, this study investigated the hypothesis that field-independent individuals are more efficient in verbal restructuring tasks than field-dependent individuals. Results of an analysis did not support the hypothesis. (Author/LMO)

Presents concluding remarks to a symposium, "The Social Organization of Knowledge and Practice." Focuses on high aptitude of persons in everyday situations to solve problems and make decisions. Addresses three questions: (1) What happens when a problem-solver reaches a situation involving calculation? (2) How does learning transfer take place? and…

Recommends pluralistic general education programming to accommodate diversity in faculty orientations, values, and perceptions of knowledge; and disparity in students' academic ability, values, and preferred learning styles. Suggests a multi-track general education model emphasizing different, but equally demanding, educational experiences for…

Attention styles and peer relationships of hyperactive (N=23) and normal (N=68) boys and girls in grades 3-5 were compared using behavioral, cognitive, and sociometric measures. Among reported results was that hyperactive girls displayed more conduct problems than normal girls, but less than hyperactive boys. (Author/JW)

Describes the beliefs about how to learn a second language held by 34 adults studying English as a second language and how these beliefs may influence what they do to learn. Describes eight modules designed to help these learners discover their own beliefs and consider alternative views. (SED)

Adapting teaching materials and strategies to the learning preferences of each child can make a difference in how well and how much students learn. Steps in introducing strategies based on learning styles into an elementary school are described, and recommendations are provided for initiating a learning styles program. (TE)

Concludes that field-independent college writers produced discourse that was judged more coherent than the discourse produced by field-dependent writers. Concludes that cognitive style is a significant variable in explaining differences between good and poor writers. (FL)

Questions whether observed differences in use of strategy of monitoring is related to the following cognitive styles: field independence, reflection, flexible control, and preference for processing information by the written word. Field independence was positively related to amount of monitoring on all written tasks, and reflection was weakly but…

An experimental adult studies curriculum for adult students at Empire State is analyzed in terms of trends in adult participation in higher education and of four theoretical perspectives: life cycle theory, ego development, moral development, and adult learning style. (MSE)