Reviews the cognitive approaches to pain control and discusses how expectancy of success in general and self-efficacy in particular mediate successful outcomes. (Author)

Examined the relationship between several aspects of perceived life satisfaction and the extent to which one possesses attitudes and skills associated with self-direction in learning in older adults (N=64). Results suggest that self-directed learning and life satisfaction may be linked in a way that offers implications for improving quality of…

Investigated whether learning style was related to gender and age among Elderhostel participants (N=103). Results indicated that gender was related to learning style; age and learning style were not related. Females scored higher than males on Abstract Random Channel; males scored higher than females on Abstract Sequential Channel. Both genders…

A group of secondary agriculture students participated in a study to analyze their preferred learning styles. Results indicate that most of the students preferred active, practical, observation-centered learning. Results also indicate that grade level and gender influence learning style. (CH)

A study provided a national preference type profile of agricultural professionals by administering the Myers-Briggs Type Indicator to 367 (68.7 percent) teacher educators and state supervisors. Results showed a large proportion of Sensing-Judging types, especially in administration, and a small proportion of Sensing-Perceptive types. (JOW)

Argues that personal integration and transfer of interpersonal skills is more likely if significant attention is given to the learning phase of skills training. Presents guidelines, as part of an integrative approach, to help trainers create conditions that encourage learners to discover personal meaning of skills. (Author/NB)

Recognizing the effect of learning styles can lead one to modify approaches in order to communicate more effectively. Administering and discussing a learning style assessment between school boards and administration will help everybody understand the sources of some past problems and avoid future ones. (MLF)

The Secondary Learning Styles Inventory was administered to 2,101 vocational agriculture high school students in Arizona. Findings from the 1,994 respondents suggest that learning style characteristics vary by grade level, courses completed, and gender. (JOW)

Reviews research on cognitive styles and offers a model for integrating them into an information processing model of cognition. Maintains that the model will promote further research and practice by offering an efficient way of conceptualizing relationships among cognitive styles and intellectual processes. (BSR)

Results are presented of a meta-analysis of a review of studies on the effects on academic achievement associated with matching students and teachers on field dependent-independent cognitive styles. A slightly higher level of achievement by students was noted when cognitive styles were matched. (JD)

The author suggests that teaching may be enhanced as more insights are gained about how each student responds to the teaching/learning process and how learning style and teaching style are interrelated. Four learning styles are compared and four teaching styles are examined. (CT)

Teaching in a cross-cultural context requires the use of culturally appropriate communication skills, an awareness of cultural relevance, and a teaching style matched to adult learning styles. (CH)

Children entering public school in an English industrial urban area were identified for inappropriate learning behavior on the Guide to the Child's Learning Skills. A follow-up of the subjects at age 7 shows that progress in basic skills is strongly associated with pupils' learning styles. (Author/CH)

Relates the problem-solving behavior of second, fourth, and sixth graders to conceptual tempo. Correlations with indices of strategic and efficient performance on a pattern-matching task confirmed that reflectives are more strategic than impulsives. A task-analysis identified the sources of inefficiency for each child and related these sources to…

Findings on what constitutes expertise that are of educational interest are summarized. Common characteristics of experts, moving from novice to expert, and the meaning of expertise in academic skills are considered. A discussion among the authors, journal editors, and contributors concludes the article. (MT)