Eighty-six college students (51 female) were tested on their ability to perform seven kinds of formal mathematical operations. An analysis of data indicated a strong positive relationship between male sex-role orientation and biological sex and cognitive development levels. (AM)

The study investigated the effect of the use or nonuse of separate answer sheets on responses to affective instruments with respect to both instrument and subject characteristics. Results indicated significant score differences across scales with and without answer sheets. (Author/BW)

Children were individually administered the Matching Familiar Figures (MFF) Test and the Haptic Matching Task. Impulsives received either reflective scanning strategy training or control procedures and were retested. Visual training decreased errors only on the MFF and increased latency on both tasks. Haptic training decreased errors and increased…

Describes a model to aid counselors in understanding stress, and in designing and implementing counseling interventions to mediate its effects. The model demonstrates the dynamic interaction between the individual and the environment. Cognitive modification, values clarification, decision making, and relaxation training are described as stress…

Examines "primacy of speech perception" hypothesis. Finds covariation between reading and numeration for 94 fourth graders explained by phonetic, syntactic, and semantic cueing strategies as mediated by school-dependent basic language skills. Elasticities analysis demonstrates reading and numeration were not responsive to children's…

Investigated proportional reasoning abilities of 35 college science students using projection of shadows problem while presenting relevant only or relevant/irrelevant information. Field independence was measured using Group Embedded Figures Test. Students in relevant only condition performed significantly better. Degree of field independence…

Norman Williams' moral development theory was tested with students, ages 7, l0, l2, and l5, in Durham, England. Tentative support resulted for his classification scheme and conclusion that moral development is cumulative in nature and that it occurs within four parallel modes: expedient, altruistic, intuitive, and heteronomous. (SJL)

The purpose of this study was to provide a task on which subjects could indicate their preferences for linear or painterly art work and to determine if such preferences are related to some traditional measures of cognitive/perceptual style, chosen because they appear to relate to whole/part perception. (Author)

College art majors, art education majors, and nonart majors were compared on measures of brain hemisphere dominance, general intelligence, brain functioning, visual perceptual differentiation, grade point average, flexibility-rigidity, and personal-social adjustment. (SJL)

A distinction is drawn between students' ability to understand information and their personal acceptance and valuing of that information. Results of a small-scale study are used to suggest that students may differ in their levels of acceptance of information. Ideas regarding possible future research are discussed. (Author/JMD)

Some data on sex and handedness in relation to academic predictors and success in architectural education were reexamined. The new variable was the notion of visual thinking, measured by the manner, "visually" or "cognitively," of executing a simple line drawing. As expected, significant differences appeared between persons using these modes.…

With specific attention to appropriate teaching strategies, the author defines a developmental stage theory of children's interest in and psychological uses for knowledge. The four stages are: mythic (up to approximately age 9/10); romantic (ages 9/10 to 15/16); philosophic (ages 14/15 to 20/21); and ironic (adult). (SJL)

A pilot workshop was conducted to help teachers provide for the needs of home economics students with learning difficulties. Topics discussed include the use of questionnaires to assess students' preferred learning styles, the effect of sensory factors on learning, and the development of learning centers to individualize instruction. (SK)

The relationship of teachers' cognitive styles and their pupils' achievement was examined for second and fifth graders. Results indicated significant effects due to teachers' cognitive styles, but there was no significant outcome (main or interaction effect) associated with the matching of teachers' and pupils' cognitive styles, or with grade…

Current theories about teaching children to read overemphasize use of the left brain hemisphere. Children with a right-hemisphere dominance are likely to experience difficulties unless reading experiences are planned which capitalize on right-brain characteristics: divergent thinking and creative activities, hands-on experiences, and free reading.…