According to this book, learning styles are cognitive, affective, and physiological behaviors that serve as indicators of how learners perceive, interact with, and respond to the learning environment. This volume describes the work currently underway in student learning style. It reports on the research base as well as the experience of secondary…

Two studies examined the relationship between cognitive style as determined by conjugate lateral eye-movements and the ability to recognize correct inferences and specific items from textual and pictorial displays. Subjects were given related sets of sentences and pictures followed by separate inference and recognition memory tests. Results of…

Three experiments are reported investigating experts' and laypersons' conceptions of intelligence. In the first experiment, persons studying in a college library, entering a supermarket, and waiting for trains in a railroad station were asked to list behaviors characteristic of either "intelligence,""academic intelligence,""everyday intelligence,"…

Forty-seven subjects were administered the Dogmatism Scale (D), and Embedded-Figures Test (EFT), and were randomly assigned to a programmed Russian vocabulary lesson with or without strong prompts after a median split stratification of EFT and D. A multiple regress analysis tested the influence of field independence and dogmatism, and their…

An in-service coordinator can encourage each teacher to select personally a program that fits the teacher's learning style. (JD)

Learners enter a learning situation with a preconceived notion of what teaching style is best for them. For those learners perceiving congruency between their preferred style and the teaching style actually received, achievement was greater than for those perceiving incongruency. (Author)

Most teachers can respond to differences in student learning styles. Eighteen elements of learning style, categorized as environmental, emotional, sociological, and physical are described. (Author/MLF)

Subjects differing in cognitive complexity formed impressions from either (1) three positive and three negative experimenter-selected traits; (2) three traits of each evaluation generated by the subject in a preliminary session; or (3) three experimenter-selected traits of one valence and three subject-generated traits of the opposite valence.…

Subjects named pictures on which words or nonwords were superimposed as distractors in this study designed to test whether the meaning of printed words is perceived directly or by means of phonetic recoding. (HOD)

Construct validity and longitudinal stability evidence for three cluster dimensions of personality identified as Anxiety, Extraversion, and Openness is examined in a sample of adult males. Correlations with Allport-Vernon-Lindsay Value scales, Cornell Medical Index scores, Eysenck E and N scales, and factors from the SVIB are presented. (Author)

A personnel manager can be more effective in dealing with people from other departments if he can determine the communication style of those other people. The four styles are analyzer, affiliator, conceptualizer, and activator. (Author/IRT)

Third and fourth grade boys classified as impulsive, reflective, fast/accurate and slow/inaccurate responded to matching tasks varying in the number of dimensions involved. Reflective children performed better on the task with fewer dimensions, while impulsive children were better on the task with many dimensions. (JKS)

The author elaborates on informal learning in discussing staff development for volunteers. He suggests that ways be found to integrate classroom and on-the-job learning; that staff developers help people learn more effectively; and that learning be supported through job selection, organizational support, and a system of learning relationships and…

Discusses meaning of the term "learning style." Reviews four areas of research that provide evidence for important differences in learning style between Indian and non-Indian students: internal cognitive process or learner characteristics; external or environmental conditions; teaching and communication styles; and traditional learning…

Examines perspectives on what some of the needs of returning women might be, drawing on two sources, adult women's stories about their education and theory about women's learning. (JOW)