Maintains that Dobbert et al's transmission model (presented earlier in this issue) does not take into account individual receivers' different modes of mapping the transmitted knowledge. Argues that a way of life cannot be transmitted as a unit; each receiver reconstitutes fragmentary information rather than absorbing entire cultural patterns.…

By understanding the learning styles of educational researchers we can better understand the policies they promote and the lessons they plan for others. This article is based on an interview study of the beliefs and intentions underlying researchers' and policymakers' views on staff development. (Author/DCS)

A diagnostic-prescriptive scheme is illustrated using subtests of the Slingerland Screening Tests for Identifying Children with Specific Language Disability and the Detroit Tests of Learning Aptitude. The scheme is intended to focus on the child's learning style by examining the task and the strategies employed. (CL)

Clients (N=92) from two mental health centers took the Minnesota Multiphasic Personality Inventory (MMPI) and the Social Interaction Self-Statement Test (SISST) during the intake process. Results indicated that the Social Introversion (SI) scale of the MMPI was the most efficient predictor of the SISST scales. (BH)

The article examines implications for school counselors of gifted students' learning styles of independence, internal control, persistence, perceptual strength, nonconformance, and high motivation. Guidance techniques should include highly cognitive processing, reasoning, abstract thinking, creative problem solving, and self-monitoring. (Author/CL)

Presents a model for written materials development that stresses an active rather than passive learner role. Indicates that materials developed for proactive use individualize the learning experience and that learners benefit from the flexibility of materials relative to the time and location for learning and topics to be studied. (JOW)

If students were taught according to the results of learning style evaluations, students would be more likely to learn and educational malpractice suits would be dismissed. (Author/IRT)

This manual presents five learning styles instruments and presents data related to validity and reliability and descriptive statistics. The manual also discusses the implications for learning presented by each of these learning models. For purposes of this discussion, "learning style,""cognitive style," and "personal style" are used synonymously.…

Describes an exploratory study of student boredom as a block to learning, and reviews some of the implications for trainers if boredom is to be treated as a serious and frequent matter in management training. (MEAD Subscriptions, CSML, University of Lancaster, Lancaster LA1 4YX, England). (NJ)

Learning style is defined, its environmental, emotional, sociological, physical, and psychological elements described, and research on its classroom implications for handicapped and gifted children reviewed. Studies are explained to have revealed statistically significant increased academic achievement when individual traits have been matched with…

Reality monitoring concerns the ability to distinguish knowledge that an individual has produced internally (through reasoning, imagination, etc.) from knowledge that was obtained through experience (or "externally"). A model of reality monitoring is proposed and discussed. (JKS)

Results support the hypothesis that analytic decision makers tend to perform better on programing exams than do heuristic decision makers. (Author/IRT)

Results of this study imply substantial instrument bias in the learning styles inventory (LSI) and a modified Likert-scale version of the LSI. (RAO)

Repeating validation procedures used for the Children's Group Embedded Figures Test Level II (ages 9-11), this Level I test of cognitive style was administered to a second grade sample. It proved reliable and significantly related to the individual Children's Embedded Figures Test and the Portable Rod-and-Frame Test. (Author/SJL)

Responds to criticism of the authors' Learning Style Inventory. (WD)