Questioned cognitive theories of depression in their assertion that depressives' cognitions are distorted and suggested that normals are even less in touch with reality than depressed people. Speculated that childhood trauma predisposes depression by preventing the normal formation of a defense screen against painful realities. (LLL)

Examined the personality factors and perceived benefits associated with different strategies of medical students regarding self-directed learning projects. Indicated that certain personality attributes are predictive of the type of strategy. (JOW)

This paper proposes a way to organize the literature on cognitive and learning styles that avoids the shortcomings of existing taxonomies. Most existing reviews and organizations of literature in the field can be criticized on the basis of inconsistency, selectivity, lack of scientific criteria, failure to consider scientific impact, bias, and…

This book demonstrates how to make the classroom more responsive to the needs of individual students with a wide variety of learning styles, interests, goals, cultural backgrounds, and prior knowledge. Focusing on grades 6 through 12, it showcases classroom-tested activities and strategies. The chapters are: (1) "Foundations"; (2)…

The influence of learning styles on achievement in hypertext was investigated. The learning styles of 21 female and 20 male subjects enrolled in an Introduction to Psychology class was assessed using the Learning Style Inventory (LSI) (D. Kolb, 1985). The LSI categorizes respondents into one of four learning styles based on their abilities in the…

Investigated relationships between behavioral and cognitive impulsivity in children. Cognitive style was not predicted by classroom behavior, indicating that it may be a relatively independent dimension. (DP)

This is the first of four articles focusing on mathematics education and the disadvantaged. An overview of the subject is presented in this article. (DM)

In helping people become self-directed learners, adult educators must be clear that it is control, particularly in decision making, that they are talking about. They must decide what kinds of control are to be developed and need to acknowledge that progress toward control in any area of learning is progress toward greater self-direction in…

Differentiates among learning to study, teaching study skills, and helping people learn how to learn. Concentrates on learning to learn--a developmental process in which people's conceptions of learning evolve--and describes strategies for helping students learn how to learn to change their approaches to study tasks. (JOW)

Suggests that students wishing to know how to take patterned notes should consider carefully before learning a strategy that has no real evidence to suggest it is any more effective than more conventional styles. (HOD)

When eight-year-old children were given a test of verbal-imagery learning style and a test of reading ability, it was found that both their reading accuracy and comprehension were significantly related to their learning styles. (FL)

Describes an experiment which studied conceptual memory structures resulting from learning in a typical, introductory psychology course. Twenty-three psychology undergraduates and 20 psychology graduate students judged how closely connected paired statements of personality theories were. Results showed that multidimensional scaling analysis was…

Criticizes Zajonc's thesis that in the course of forming impressions, preferences, and attitudes, feelings can sometimes precede associated cognitions. Zajonc's claim that sometimes affect is precognitive is said to be inadequate on both logical and empirical grounds. (Author/CM)

This study used a variation of Piaget and Inhelder's water level task and several cognitive complexity measures to test the predictions that cognitive complexity would relate positively to performance of the water level task and that males would perform better. The predictions were confirmed. Correlations for males and females differed.…

Five factors were found to discriminate between the learning style preferences of gifted versus average junior high students. Gifted Ss were more persistent, tolerated the presence of sound, and preferred learning alone, whereas average Ss had higher auditory preferences and greater dependency on teacher motivation. (CL)