Styles are hypothetical constructs that help explain the teaching-learning process. Ten learning styles and six teaching styles are suggested. (Author)

There are many effective styles of instruction; and every teacher should be skilled in at least one, and preferably in several. (Author/MLF)

A sample of 152 change agents were given 24 diagnostic questions they might ask the client organization, questions related to the change agents' cognitive styles and the tactics most likely used by the change agents to bring about organizational and/or individual change. Conclusions are compared with previous research findings. (Author)

Last month the authors discussed how teachers can learn to identify their students' individual learning styles (EJ 527 074). This article uses that information to create a new and exciting classroom in ten easy steps. (Author/RK)

Reports on a study of the relationship between the perceptual learning style and teaching style of 138 junior college educators. Indicates that the instructors tended to teach the way they preferred to learn. Discusses implications for practice. (DMM)

The Myers-Briggs Type Indicator was administered to 741 students at Western Carolina University. In comparison to their peers, business school students were predominantly sensation-feeling-judging cognitive types. This information is useful for curriculum development. (CH)

Aptitude treatment interaction (ATI) identifies patient characteristics and optimal instructional treatments, is compatible with psychological theories and clinical approaches, and offers a specific methodology for approaching existing problems in a new way. This article presents studies in which ATI has illuminated patient needs and treatments…

Vicarious experience significantly influenced elderly and young people's subjective assessment of, but not their actual, learning. The elderly person's evaluation of learning ability can be lowered or raised by interacting with older models who are performing poorly or well. (JOW)

This study compared the learning preferences of 37 adult students enrolled in a nontraditional baccalaureate program with those of 26 students in a traditional one. Significant differences were found between the groups in terms of the degree to which they preferred to structure their own learning. (JOW)

The study compared ten hyperactive learning disabled (HLD) children and 10 nonhyperactive learning disabled (NHLD) children with normal children. Results indicated that both HLD and NHLD third and fourth grade children process information significantly less efficiently than nonLD children. HLD children could be differentiated from NHLD children on…

Celebrate Life! is a learning style-based mental health curriculum for students in grades seven through nine. The curriculum is described and examples are presented. (MT)

Describes the experiences of an elementary school teacher as she researches a topic and simultaneously begins to understand her own learning processes. (SRT)

This article outlines the major components of a brain skill management program that holds the potential for ensuring that input from all sources (i.e., left, right, and integrative) becomes a regular and reliable organizational routine when fully implemented. (Author/CT)

Defines bulimia and lists associated features of bulimia, physical side effects, and cognitive disturbances related to binging and purging. Asserts that bulimics resist treatment; but that such methods as cognitive, group, family, behavior, and drug therapy, and hospitalization appear promising. (Author/ABB)

Discusses effects of student and teacher cognitive styles on teacher/learner relationships and on training transactions, suggesting that teachers and students with like cognitive styles interact more successfully and that field-dependent learners, who tend to favor working alone, perform better with self-paced instruction. Instructional design…