Deals with the history of theory and instrument development and problems related to the field. Discusses the older, cognitive style theories followed by a transitional discussion of the relationships between cognitive style and learning style theories. Discusses the field of learning style theories and concludes with a summary of key issues. (JOW)

A cross-age technique was used in two studies to extend understanding of cognitive style development and its cross-cultural generality. Chinese-American children were given the Matching Familiar Figures Test. Results were compared with existing data to determine the style development of children from other cultures. (PCB)

Describes anthropologist Edward T. Hall's perspectives on time, synchrony, and communication and uses these ideas to formulate improvements in social studies instruction. Maintains that the use of games and other group activities described increases the teacher's ability to provide for the variety of learning styles found among social studies…

This essay critiques the current ideal of education as set forth by R.S. Peters, among others. The paper proposes the view that masculinity and femininity involve choice of particular modes of being male and female, the possibilities of which education should not deny. (MT)

Kolb's model of experiential learning and his typology of learning styles are discussed. Their implications for the counseling field are considered. (Author)

Reports on a study that tested the effects of cognitive style upon the short-term recall of abstract figures seen with different contextual backgrounds. Findings indicated that field dependent individuals can learn and transfer visual information. (CH)

This study examined the effects of activity or passivity on children's ability to remember and identify word pairs. Results are discussed, and implications are developed. (Author/MT)

The Academic Intervention Program in Urbana, Ohio began as an exploration into the nature of individual differences in students and how they learn. The metacognitive approach and systematic work on learning styles and strategies points to a promising future in integrating the brain and learning. (MT)

Four scales of innovativeness were administered to two samples of undergraduate students: the Open Processing Scale, Innovativeness Scale, innovation subscale of the Jackson Personality Inventory, and Kirton Adaption-Innovation Inventory. Intercorrelations indicated the scales generally exhibited convergent validity. (GDC)

Research on learning characteristics of gifted students is briefly reviewed followed by studies examining the effectiveness of the "Keyword" nmemonic strategy in substantially increasing the learning of gifted students. (CL)

The article offers ways in which teachers can help children acquire reflective thinking skills through verbal rehearsal, visual imagery, verbal analogies, and checklists. (CL)

To describe and analyze the characteristics of learning projects in which physicians engage, a sample of 29 physicians were interviewed. Preliminary results show a high degree of participation in self-directed learning activities and motivation, with journals and collegial consultation serving as the primary information sources. (SK)

Examined the role of rational, intuitive, and dependent decisional strategies in facilitating decisions about postcollege occupation among college students (N=71). Results indicated that the use of a dependent decision-making style was the single most powerful predictor of progress. (LLL)

Provides information on how staff members at the Study Skills Lab at the University of Texas at El Paso selected the Kolb Learning Style Inventory (KLSI) and administered it to students in the lab; how students react to the KLSI; and how results are interpreted. (DMM)

Examined the relationship between measures of field dependence and measures of personality. Found that, while these correlations tend to be low and inconsistent, the correlations between measures of field dependence and standard measures of ability are substantial and consistent. (Author/JAC)