Reports the results of research which tested the applicability of the McKenney-Keen Model of Cognitive Style to the information gathering behavior of information professionals. Factor analysis techniques used to analyze the results are described. Four tables, two figures, and a 13-item reference list accompany the text. (Author/JL)

Identifies an instrument for measuring learning styles and explains how its usage can help teachers review and improve instructional procedures. (MLF)

Affective traits (persistence, independence, and self-concept) are examined according to their relationship to giftedness. The author then poses questions regarding the affective results of labeling students gifted and cites problems with matching students' learning styles with their environments. (CL)

Discusses a study which indicated that relationships exist between students' learning styles and their attitudes toward individualized, competency-based typewriting instruction, particularly for beginning students. (JOW)

Reviews the literature concerning cognitive style and its effects on reading. (FL)

Suggests that a thorough knowledge of students' learning styles can help counselors, in consultation with teachers, parents, and administrators, develop strategies and programs that meet student needs. (FL)

Defines and discusses cognitive style mapping and relates it to the aims of instructors and the needs of students, with emphasis on the implications of cognitive style for instructional design. An 11-item reference list is included. (JL)

The results of this study suggest that men and women who select careers in physical education are similar in cognitive style and tend to be moderately field-independent. The women entering physical education and sport, which has been a "masculine area," would be nontraditional. (Author/AL)

Explores some of the differences in learning styles of adult students and suggests some reading strategies appropriate to the adult's learning needs. (HOD)

In this interview, Al Canfield relates his professional experiences; defines "characteristic treatment intervention"; summarizes research about learning styles and their assessment and its implications for instruction; answers criticisms about learning styles research; considers the desirability of changing a student's learning style;…

Assessment approaches are described which avoid the attribution of an ability/achievement discrepancy to a learning deficiency, while emphasizing the interaction between the individual and environment. The Guide to the Child's Learning Skills, learning styles inventory, and contract activity packages are discussed. (CL)

The effectiveness of testing instruments for field dependence-independence in spatial-visual ability in children is questioned, since they may not measure the same dimensions as those for older children and adults. The effects of training on performance of spatial-visual tasks are discussed, with a warning to monitor training programs carefully.…

Second- and sixth-grade impulsive and reflective children were administered a conceptual style task with a modification that children were reinforced specifically for either global or analytic processing. Results indicated that both reflectives and impulsives were capable of offering either a global or an analytic hypothesis under appropriate…

Discusses foreign language pronunciation from phonetic difference and phonetic learning viewpoints. Proposes phonological translation hypothesis based on assumption that neither physiological maturation nor neurological reorganization is as important for adults learning a foreign language without an accent as the tendency of mature speakers to…

Adequacy coefficients can be derived by calculating the cosines of the angles between factors' actual and theoretically expected locations within factor space. The use of adequacy coefficients during instrument development is discussed. The development of an instrument to measure thinking interests provides a heuristic framework for the…