Describes adaptive educational hypermedia systems which aim to increase the functionality of hypermedia by making it personalized to individual learners and considering individual learning styles. Presents a prototype hypermedia system and reports results of a pilot study that investigated the system's educational effectiveness. (Author/LRW)

Cognitive style is a well-established theoretical construct but there is considerable ambiguity in the way it has been used and uncertainty regarding the nature of its role in suicide. This article suggests that enriching cognitive styles through the development of thinking skills is possible when the therapy session is construed as a learning…

Interviews explored the information needs of seven Dutch policymakers dealing with global sustainability. They sought information on cultural perspectives and linkages. Information gathering emphasized filtering to find specific information. Most used an application-oriented working style that, combined with policy-driven information seeking, was…

Presents several perspectives on maladaptive perfectionism. Discusses origins and characteristics of this congnitive-behavioral pattern. Offers treatment recommendations for college students troubled by ego-dystonic perfectionism. (Author/CM)

This article poses 10 questions for secondary school teachers who bemoan their students' lack of interest, laziness, and resistance to learning. Students need choices and chances to make decisions and assume responsibility for their own learning. They also need to laugh and feel important. Matching assignments to learning styles need not sacrifice…

The Secondary Learning Styles Inventory and the Consumer Styles Inventory were administered to 501 secondary home economics students. Factor analysis of the learning style characteristics from the sample of 482 found significant correlations between 21 of the 48 pairs of learning and decision-making characteristics. (SK)

This article proposes a system for developing lesson plans which accommodate differences in student learning styles without jeopardizing the pace of learning. Four teaching styles (direct teaching, practice, reflection, application) are identified, and activities that work well with these styles are suggested. A sample lesson plan is included.…

Argues that the question of whether information representation and processing are domain-general or domain-specific is neither meaningful nor answerable. Researchers should be asking questions about ways in which representation and processing are domain-general and ways in which they are domain-specific. (RH)

Discusses what contributes to success in second-language acquisition, focusing on how cognitive and cultural styles affect a person's ability to study and learn a second language. (81 references) (GLR)

Examined relationships between Myers-Briggs Type Indicator (MBTI) scales and established measures of field dependence-independence and cognitive complexity using female college students (N=79). Found subscales correlated significantly with measures of field dependence-independence but not with measure of cognitive complexity. Found MBTI measured…

Discusses haptic learning, problems related to teaching students with that learning style, and methods that have been used to mediate these problems. (JOW)

The flexible use of the mind for mental self-governance accounts for a variety of thinking styles. Just as the functions of mental self-government resemble those of government branches (legislative, executive, and judicial), the forms of mental self-government have government analogues (monarchic, hierarchic, oligarchic, and anarchic). Teacher…

Discusses the current information processing conceptualization of memory, the process of learning by analogy, and the overall desired outcomes of their use to acquire and retain new information. Instructional implications of how to use analogies are discussed, and a set of prescriptive guidelines for using them is presented. (69 references)…

Discusses a study of staff regarding noncourse based learning. Analyzes how patterns of learning relate to various outcomes. Found that managers need help in combining proactivity, elegance, and opportunism in their choice and use of learning patterns. (JOW)

Examined relationship between bulimia, conceptual complexity, obsessional symptoms, and obsessional traits in 54 college women classified as bulimic-anorexic vomiters, normal-weight bulimic vomiters, clinical controls, and normal controls. Found both bulimic groups exhibited significantly lower levels of conceptual functioning, significantly…