An important contribution of cognitive style research is to make teachers aware of the cognitive style differences of their students and the resultant implications for teaching and learning. (JD)

Measures of field independence, general intelligence, and school achievement were obtained for 187 Filipino high school girls. The data supported the proposition that field independence shares a small but significant amount of variance of school achievement after the variance attributable to intelligence is removed. (Author)

Reports on a detailed case study of the origin and nature of a teacher's practical knowledge. Identifies five orientations of practical knowledge: situational, theoretical, personal, social, and experiential. (Author/MLF)

Anderson, Spiro, and Anderson (EJ 189 658) assert that the author's assimilation theory of meaningful learning and retention is "hopelessly vague." Documented examination of these assertions indicates that they are unspecified, unsubstantiated, undocumented, and based on indisputable misrepresentation of published material and on logical…

Male delinquents (N=53) were classified as either psychopathic, neurotic, immature, or socialized-aggressive. The relationships of several cognitive characteristics to membership in the groups were investigated. Group differences in perception of others provides insight for treatment approaches. (Author/RC)

Discusses use of kitchen utensils as resource materials suited for furthering cognitive development in preschool children. (Author/DB)

The regular classroom teacher's role in the identification of learning-disabled children is important but often difficult. Identification is facilitated, however, by recognition of a pattern of symptoms rather than one single sign. (Author/GC)

Announces the findings of a study which appeared in the June, 1979 issue of "Perceptual and Motor Skills." According to the study, introverted children learn more through observation than do extroverted children and extroverts respond more to social, person-oriented stimuli. (Author/SA)

Scientific developments during the last few decades offer a radical new way of looking at learning--one that appears to have enormous potential for helping teachers bring about major gains in students' achievement. (DS)

Describes the cognitive styles of 70 hyperactive adults and 42 matched controls as part of a followup study. (CM)

Arguments are presented against making instructional decisions based on cognitive style as it is typically conceptualized. (JD)

Deductive and inductive instructional treatments were not found to interact with field-independence/dependence in this study of seventh-grade students. Field-independent students achieved significantly higher post-test scores than did field-dependent students. (MP)

Investigates the relationship between performance on field-independence tests and two variables which may be thought of as important determinants of performance on a variety of cognitive tasks: impulsiveness and previous education. (Author/RC)

Defining successful intelligence as ability to adapt to environment to accomplish goals leads to radical reconceptualization of "good student." A project testing high school students for four kinds of achievement (memory, analytical, creative, and practical) discovered that students placed in instructional sessions matching their ability…

Adult students (n=48) were enrolled in either an audiographics course requiring electronic mail use or one in which it was optional. Analysis of messages and interviews identified personal, institutional, and technical barriers to computer-mediated communication (CMC); benefits; moderator's role; accommodations for learning styles; and the value…