Explores continuous improvement methods, which underlie total quality management, finding barriers to implementation in practice that are related to a one-dimensional approach. Suggests a multiple, unbounded learning cycle, a holistic approach that includes adaptive learning, learning styles, generative learning, and capability development.…

Presents a new approach to understanding and using cognitive styles to enhance individual language learning. Introduces a new construct (Ehrman & Leaver, 2002) and illustrates it with two student cases. (Author/VWL)

Respondents drawn from a sample of licensed software users rated experimenting and asking coworkers as the most useful ways to learn new software. Clerical workers preferred interaction with trainers; knowledge workers/managers relied on experience and coworkers. Dependent learners (n=49) preferred an instructor-directed approach; self-directed…

The integrated skills of reading, writing, listening, and speaking can be used to support active learning in keyboarding classes and simultaneously reinforce making decisions, working with people, and composing at the keyboard. (Author)

A study to assess the learning styles of 165 athletic trainers (44 percent response) found that most preferred kinesthetic learning (60 percent); were independent learners (63 percent); preferred written to oral examinations (58 percent); and spent most of their study time in a reading mode (72 percent). (Author/JOW)

Reviews major learning style theories. Discusses cross-cultural research on learning styles and explores implications of this research for counselors. Discusses implications of accommodating learning style preferences of various cultural groups for counselors. Cautions it is important to recognize learning styles are individual rather than…

Contends that individuals suffering from bulimia nervosa share characteristic pattern of thinking which must be understood if effective treatment is to take place. Presents these beliefs, gathered by clinical experience and literature review, in format describing each belief, discussing common causes for its development, and suggesting therapeutic…

This paper explores connections between Kirton's Adaption-Innovation Theory of cognitive style and Koestler's bisociative theory of the creative act. The three Kirton factor/traits (sufficiency of originality, efficiency, and rule/group conformity) are integrated into Koestler's conceptual framework of the creative act which stresses the creation…

Nine of 11 Central Ohio horticulture teachers completed the Group Embedded Figures Test and Florida Taxonomy of Cognitive Behavior. Scores showed 55% were field independent and 44% field dependent. They taught 47% of the time at the knowledge level; 84% of teaching occurred at the lower levels of cognition. Higher field independence scores were…

Defines and discusses applied academics and learning-style characteristics. Discusses the integration of learning-style theory and applied academics and their usefulness for tech prep. (SR)

Investigated differences among both uncomplicated and depressed reactions to conjugal bereavement and major depression unrelated to widowhood. Both uncomplicated and depressed bereaved evidenced less intense depressive mood, and less dysfunctional pattern of depressotypic cognition, than did nonbereaved psychiatric depressed. Concluded that…

Describes behavioral patterns and learning processes that illustrate the function and nature of learning during the inventive process. Presents a learning process that describes this adult learning project. (JOW)

To determine the preferred method for obtaining new information, Canfield's Learning Styles Inventory was used with 120 participants in a recidivism program at Utah State Prison. The chi-square test suggests that respondents are significantly different from the general population regarding their preferred method of learning. (Author/JOW)

The Myers Briggs Type Inventory was completed by 193 vocational and 275 nonvocational secondary students (77% responded). Significant differences were found between personality types/learning styles of the two groups. These differences should be addressed in the learning environment, curriculum, instructional strategies, and evaluation procedures.…

The Multi-Modal Paired Associates Learning Test-Revised measured 89 high school graduates and 38 dropouts on 7 learning modalities. Both groups scored highest in the visual and lowest in the olfactory modality. Graduates scored higher than nongraduates, suggesting that dropouts are less able to learn from print and aural methods. (SK)