The authors discuss the results of their study into the behavior, values, and attitudes of students and teachers. They found that each person has a particular approach to learning or teaching that is most comfortable for them. Four learning/teaching channels are detailed: concrete sequential, abstract sequential, abstract random, and concrete…

Reports results of a study of 30 graduates who received credit for learning from life experience. The study (1) gathered data about the experience of persons preparing, presenting, and receiving credit for learning from life experience and (2) assessed the relationship to the predominant or preferred learning styles of three other factors in these…

Research on hemispheric and modality preference and implications for children with specific learning disabilities is reviewed. A chart lists information concerning performance of left and right hemisphere for modes of information processing. General and specific skill enhancement strategies for reading and general development are suggested. (CL)

Assesses an effort by E.P. Torrance and co-workers to introduce a test they claim is based on a model of cognitive style that relates creative processes to hemispheric dominance. Challenges Torrance's theories and research methods and asserts that a model relating left and right brain dominance to creativity has little value. (GC)

The relationship between complexity of learning strategy and performance of paired associate learning of 29 verbally gifted students (9-14 years old) was investigated. A comparison of strategies with those reported by nongifted students did not disclose qualitative differences. Gifted subjects did demonstrate great speed in acquiring and retaining…

A factor validity study of the Learning Style Profile (LSP) developed by the National Association of Secondary School Principals was conducted. Developed for use with students in grades 6 through 12, the Profile, which consists of 26 questions representing 24 independent subscales, requires approximately 60 minutes to finish. A random sample of…

In the fall semester, 1999, a random sample of 814 undergraduate college students attending a southern land grant university were asked to complete a Learning Style Profile (LSP). Students were aged 17 to 58 years, with the mean age being 23. The LSP measured students' perceptual response study and instructional preferences. Inferential statistics…

This book is designed to help the student learn how to study effectively. The focus is on finding one's own learning style and working with it to improve studying and learning. The following chapters are included: (1) "Getting Started"; (2) "Discovering How You Learn"; (3) "Looking and Listening"; (4) "Making Images, Making Order, Making Sense";…

Since the 1990s was declared to be the decade of the brain, technology has advanced enough through MRIs, CAT Scans and PET Scans, that live brains have been able to be studied. Although this is still a relatively new field of study, what has been discovered thus far, has wide reaching implications for educators in the area of pedagogy and how to…

Reviews issues in black English and concludes that diagnostic tools must incorporate the cultural characteristics of black English while coping with the phenomena of language learning. (DM)

Highlighting research findings on retention of information and learning styles, the authors apply the principles to a workshop for adult educators on teaching strategies and techniques. (SK)

Traditional and experiential learning are fundamentally different, and this difference has important consequences for the discipline of sociology as it is taught and practiced. Two models for curriculum integration are presented, and the consequences of each are discussed. (Author/RM)

Distinguishes between the collaborative learning process and a collaborative learning group. Lists conditions basic to the development of effective collaborative learning groups through training programs: (1) knowledgeable trainer, (2) participant commitment, (3) open communication, and (4) appropriate normative controls. (JOW)

The relationship between cognitive strategy and theoretical constructs associated with cognitive style, cognitive behavior modification, and metacognition, particularly regarding the education of learning disabled students, is examined. Future research directions, including the relationship between a tactual repertoire and metacognitive status,…

No one program can meet the needs of gifted and talented students with diverse cultural influences, learning styles, developmental stages, and creative requirements. (CL)