Two studies, with gifted elementary and junior-high gifted students, examined Ss' learning characteristics through analysis of scores on the Learning Style Inventory. (CL)

Provides a brief description of cognitive styles, particularly Witkin's model of Field Dependence/Field Independence. Proposes that there is sufficient theory and research in this area for adult educators to adopt into immediate practice. (SK)

Reports a study on coding operations during visual word recognition. Subjects made lexical judgments about words and nonwords when phonological recoding was either beneficial or detrimental to making decisions; the phonological model was used by subjects when helpful. This supports a dual retrieval model of word recognition. (Author/PJM)

Explores the feasibility of using cognitive style assessment in counseling students interested in the field of school librarianship. (Author/FM)

The authors clarify the definition of cognitive styles and identify important areas of concern in the field. (MJB)

Discusses a study in which 60 elementary school children were divided into groups on the basis of verbal-imagery learning style. Students were given information in pictorial and/or written form and then tested with regard to immediate questioned recall. Results are presented. (Author/DB)

This study investigated the difference in cognitive styles between managers and researchers as a constraint on implementation of inventory control systems. Managers were found to be more heuristic while researchers were more analytic in their approach to problem solving. (Author/LD)

Reviews and summarizes the various applications, findings, and conclusions regarding the Kolb experiential learning model and the Learning Style Inventory found in current literature. The usefulness of the model and the instrument are evaluated based upon this evidence. (Author/LLS)

With 40 young adults tested, extent of lateral eye movement correlated positively with rod-and-frame test scores and negatively with WAIS Block Design and Similarities subtest scores. Maximum extent of eye movement may be a simple and useful index of cognitive style. (Author/SJL)

The Relational Thinking Style (RTS) identifies five generic learning styles: transient, digital, multi-digital, multi-relational, and meta-relational. (Author/MLF)

Among the areas considered are the differences in learning rates among students, the span of abilities among students in a classroom, and student retention of facts from lectures. (IRT)

Details a study undertaken to determine whether a pupil's learning style was affected by the classroom reading approach and whether there was a relationship between learning style as viewed by the teacher and the pupil's view of his/her learning style. (FL)

Describes the process one school district uses in attempting to place students with teachers whose teaching style best matches the way the student learns. (IRT)

Critically analyzes Neville Bennett's book "Teaching Styles and Pupil Progress," which found that formal teaching styles are more closely associated with student achievement in "basic skills" than are informal styles. (IRT)

Contends that developmental writing students' self confidence improves when they understand their learning styles. Outlines how the Myers-Briggs Type Indicator is used to pinpoint students' learning styles and how to help students work "their way." (PA)