A three-faceted investigation was conducted to critically analyze Witkin's conceptualization of cognitive style gleaned from his field dependence/field independence continuum, to identify cognitive style components within the instructional development literature, and to construct a paradigm of the intersections and commonalities between the…

High school boys and girls were given Piagetian horizonatality tasks to determine whether the sex differences found earlier in college students would also be found in a heterogeneous group of adolescents. (SB)

An examination of a learning style topology through the comparison of information processing and instructional preference toponymies is discussed. It was hypothesized that learning style modes would be discernible within each of these toponymies and that the toponymies would demonstrate orthogonality. Data analyzed for 429 university students…

Examined whether cognitive rigidity is personality trait of suicide attempters or transient characteristic limited to crisis period. Tests for rigidity administered to suicide attempters after the crisis period found subjects less rigid than attempters from previous studies which administered tests during crisis situation. Findings suggest that…

The learning style of older executives differs from that of younger ones. If training is to be effective, the methodology must be different as well. Trainers must "look to the learner" if they are to meet the learning needs of senior executives as well as satisfy the demands of the marketplace. (JOW)

Discusses three approaches to allowing individual students to approach the writing process in their own way. Describes one conceptual system for identifying learning styles in the writing classroom, based on Jungian psychological types. (HTH)

Analayzed transcripts of Three Approaches to Psychotherapy (Shostrom, 1966) for counselor and client representational system predicate use. Although different patterns of predicate use emerged, only limited support for Neurolinguistic Programming theory was found. The findings of different patterns of predicate use were related to convergence and…

A learning styles inventory listing 27 different classroom tasks in nine categories (including projects, acting, drill, and peer teaching) was administered to primary and intermediate students. Ss designated by their teachers as gifted indicated definite preferences different from nongifted students. (CL)

To examine similarly complex spatial tasks, a battery of spatial and logical tests were administered daily for 12 weeks to the total population of a middle school for gifted children. Two cognitive styles were identified: rapid recognition and spatial reconstruction. (Author/CL)

Examined the relationship between loneliness and level of abstract thinking in 100 college students. Differential levels of abstraction in lonely versus nonlonely students were found. (Author)

The Renzulli/Smith Learning Style Inventory was administered to 30 gifted and 30 above average students (grades 6-8) in rural schools. Significant differences were found between the two groups on the dimensions of independent study, discussion, and programed instruction. Significant differences by gender were also found in independent study and…

The article describes a multi-modal linguistic approach which draws on the existence of student's preferred language or linguistic style corresponding to their preferred learning style. (CL)

The dynamics of perfectionistic thinking as a cognitive style among beginning group leaders are discussed. Suggestions for dealing with the potentially destructive aspects of perfectionistic thinking patterns are also outlined. (Author)

Synthesizes literature on cognitive style and considers issues about its role in continuing medical education research, including whether it should be used as a dependent or independent variable and how it may be used in causal models. (SK)

Discusses the Social Relations Model (Kenny and LaVoie, 1984), which allows one to partition social interaction into component parts. Family interaction data are reanalyzed using the model, and the subtle influence of partners on the behavior of actors is highlighted. The strengths and limitations of the model are discussed. (JAC)