Suggests 11 dimensions of cognitive style which influence learning, and proposes a three-step instructional design plan to move beyond individual instruction to individualized instruction, so that differences in learners need not result in differences in learning. (Author/JEG)

Caution is urged in applying the normative-descriptive distinction to selection models, because ambiguities arise when the distinction is actually carried out (AA 529 125). A multidimensional structure may be needed to account for strategy, and the relationship between strategy and such nontask variables as intelligence is needed to clarify the…

Provides an introduction to cognitive, learning, and teaching styles and their educational use by describing two instruments used for cognitive style mapping the Oakland and Canfield approaches. (Author/GA)

Investigates the relationship between learning style, reading and study skills scores on a number of standardized tests, and performance on a scanning experiment involving locating information in meaningful prose. (HOD)

Achievement gain was significantly greater under learner control than under program control. (Author)

A sample of 72 Ss, of whom half were cognitively complex and half cognitively simple, made predictions about unknown relations in four-person social structures. Structures differed in the number of relations given. Cognitively simple Ss tended to make predictions based on consideration of fewer relations in the social structure. (Author)

Twenty-two educable mentally retarded (EMR) adolescents and 19 nonretarded children of equal MA were given the preschool and elementary forms of the Matching Familiar Figures Test to assess reflection-impulsivity. (Author)

Discusses various conflicting theories of motivation for industrial workers, most recently organizational behavior modification and several cognitive approaches, stating that trainers should avoid both faddism and isolationism in their management philosophies. (MF)

Describes a study which examined the influence of the impulsive-reflective dimension of cognitive style on the type of linguistic cue systems a reader used to reconstruct meaning from print. (JM)

Professional computer programmers' mental representations of computer programs were studied. In two experiments, subjects were tested on comprehension and recognition, or asked to modify a program. The influence of procedural relations (control flow) was more dominant than the influence of functional relations (goal hierarchy). (GDC)

Describes Noel Entwhistle's book "Styles of Learning and Teaching," detailing how it can be used to help students learn and store knowledge. Also describes a course on the theory and practice of cognitive processes taught at Carnegie Mellon University. (DH)

This study examined the relationship between cognitive style and information processing in preschoolers, and described developmental changes in their performance on a central-incidental learning task. Sixty preschoolers, in two age groups (mean ages of 4-1 and 4-11), were administered tests of reflection-impulsivity, field dependence-independence,…

Examined nature of possible sex differences in vocational structure in 808 undergraduates and provided comparative standards for the most commonly studied cognitive features (integration and differentiation). Suggests the operation of sex differences in these features and discusses minimal size and questionable meaningfulness of differences in…

In the theory of learning, the psychological approach is predominant whereas the logic of cognitive learning has fallen into oblivion. Referring to these two approaches, the author specifies basic differentiations of the concept of learning and defines the main stages in the process of learning. (Author/BSR)

A study of 147 Westinghouse Science Talent Search winners classified 57 subjects as independent problem finders. They were asked to select five of the 31 factors in Guilford's Structure of Intellect model which best described the process of choosing their research question. Implications for educating secondary science students are discussed. (VW)