The effectiveness of a procedure for identifying certain cognitive processes used during problem solving is explored. The procedure was used to: categorize types of conceptual thinking problem solvers employ; study the use of trial-and-error behavior; and investigate abilities to coordinate multiple bits of information. (Author/GK)

The extent to which the Group Embedded Figures Test (GEFT) measures aspects of personality and cognitive impairment was explored in 81 male alcoholics receiving treatment for alcoholism. Results suggest GEFT may be more a measure of cognitive impairment than personality. Alternative explanations are explored. (Author/RL)

Thirteen New York City third graders and 72 sixth graders completed a state reading test and the Learning Style Inventory (LSI) by Dunn, Dunn, and Price. Eleven LSI variables accounted for significant differences between high and low achievers in reading. Variables include preferred learning environment, learning modalities, and personality…

Using 103 adult art students, this study sought to develop a theoretical model for identifying those gifted in art, based on the hypothesis that cognitive complexity, executive skill in drawing, and affective intensity correlate significantly with behaviors consistent with artistic success. Results confirmed the importance and measurability of…

Determined whether a test of cognitive style can predict student (N=87) performance on a test of scientific knowledge, and examined possible interactions between cognitive style and teaching method in terms of student achievement. No significant relationships between cognitive style and student performance or between cognitive style and teaching…

Describes the characteristics of the visually gifted student, comparing and contrasting this type of youngster to the academically gifted student. Part of a theme issue on art education for students with special needs. (SJL)

An alternative school for problem students in New York City successfully uses both diagnosis of individual learning styles and learning materials designed to respond to individual learning style differences. The students help each other overcome negative behaviors in the school they helped create. (Author/MLF)

Research findings concerning some of the basic features of the learning process are discussed, together with their practical applications to the training process. The article proposes a three-stage framework for understanding the learning process: attract attention, maintain attention, and facilitate effective coding and storing of new material.…

Presents an eight-session seminar designed to increase participants' study skills and to redefine participants' self-concepts from those characterized by feelings of inadequacy and frustration to concepts of selves as competent and capable. Learning strategies, two-way communication, learning styles, note making, test taking, vocational planning,…

Factor analytic studies suggest that there are six replicable second order cognitive factors. These six factors lend themselves to being interpreted as aspects of Royce's three ways of knowing: conceptual, perceptual, or symbolical. This view provides a unified explanation of the second and third order factors. (Author/CTM)

Among findings were that almost twice as many Japanese students preferred the intuitive approach to solving problems, and 27 percent of Japanese students regarded themselves as more intellectual than creative compared to 49 percent of American students studied. Preference by the Japanese students for verbal modes of learning as compared to their…

Describes a question-answering procedure for probing the reader's internal representation of prose. Examines two dimensions of a reader's conceptual organization of plot: hierarchical level and relational density of propositions. (PMJ)

Summarizes the theory of psychological differentiation and reviews recent cross-cultural research on the roles of child rearing, culture, and ecology in the development of individual, group, and sex differences in the field dependence-field independence cognitive style component of psychological differentiation. (SS)

Using a stimulated recall technique, the reports of cognitive processes during teaching of twelve experienced junior high school teachers were recorded in an experimental setting and analyzed. Reports were related to teachers' cognitive style and ability. (Author/JKS)

Finds a direct relationship between overinclusion and field dependence. Sees sex differences in "Epstein's Overinclusion Test." Notes that a direct relation exists between two tests of retardedness and both overinclusion and field dependence, suggesting that these two concepts may be part of a larger, more comprehensive construct. (RL)