The effect of field independence-dependence match or mismatch within the context of a communication task was examined. Results showed field-independent matched dyads performed better than field-dependent matched dyads, with the mismatched conditions' performance falling between the matched ones. (Author/GK)

Procedures for identifying learning styles are described and possible cultural influences on learning styles are noted. Practical guidelines for instructional placement are suggested. (Author/DB)

Findings from two experiments showed that students can effectively manage their learning needs in a computer-assisted instructional (CAI) system when provided continuous, updated advisement information about their achievement (diagnosis) and instructional needs (prescription) in relation to the objective. (Author/DWH)

The interaction of two aptitude variables, field independence and general reasoning, with treatments that differed in sequence of instruction, was investigated using either an inductive or deductive appraoch to the learning of properties of equivalence relations. Significant interactions were found. (Author/MK)

Encourages teachers and trainers to investigate instructional design alternatives in order to find approaches that fit varied student learning needs and constraints. The Instructional Design Library, a series of 40 guides to different types of designs, is recommended as one avenue for exploring a systematic approach to instruction. (MER)

Ausubel asserts that his work is impugned in various ways in Anderson, Spiro, and Anderson. This paper argues that a more careful reading of the original paper obviates most of Ausubel's concerns. (Author/GK)

The Group Embedded Figures Test was administered to 416 randomly selected college students in science, liberal arts, business, or mathematics classes. No sex differences in performance or improvement were found when differences in curriculum were taken into account. (SJL)

Subjects, all full-time British polytechnic students studying engineering, science and education (91 males, 27 females), took the modified rod-and-frame test. Higher scores, indicating greater field dependence among females than males, were obtained, but correlations were much lower for Series Three than for Series One and Two. (Author/SJL)

The relationship between cognitive restructuring and perception of the upright (tests of which may be used to measure field dependence-independence [FDI]) was investigated. Data analysis of 34 tests administered to high school seniors, including 12 measures of FDI, resulted in five dimensions, including two associated with FDI. (Author/AEF)

Discusses the environmental, sociological, physical, and psychological elements of learning styles as well as how to put learning styles to work in the instructional program. (WD)

Programs for the gifted typically offer an increased workload or linear acceleration of subject matter. Gifted children really need a qualitatively different curriculum that considers their preferred learning styles. This article discusses relevant research findings and suggests ways of incorporating them into a gifted program. (WD)

Discusses the necessity for conceptual frameworks as organizers of the content of bibliographic instruction, argues that such frameworks provide a necessary basis for generalizable and meaningful learning, and reviews seven conceptual frameworks for use in bibliographic instruction. Twenty-one references are listed. (RAA)

Readers are invited to test their abilities first in diagnosing the learning difficulties of a high school senior and then in prescribing the right kind of instructional program for him or her. (Author/MLF)

In terms of Kagan's theory of the problem-solving process, this study explores the relationship between reflection-impulsivity, hypothesis generation and testing, and evaluation of the quality of one's own solutions among children approximately 8 to 12 years old. (JMB)

Results of this study of three age groups (5-7, 9-10, and 14-15 years) indicate that there are both individual and developmental differences in cognitive strategy use and that use of strategy is predictable across age levels by personality factors. (Author/SJL)