Investigated whether there are unique and common elements between Johnson's (1978) theory and other related theories of decision making and learning among college students exploring academic and occupational alternatives. Results indicated there were some common elements in the ways students approach learning and career decision making along with…

A prototype cognitive neuroscience/learning style preservice teacher education program was designed and experimentally implemented at The Ohio State University. The program is described and results of two followup studies are summarized. (MT)

The National Association of Secondary School Principals formed a national task force on learning styles, defining them as the composite of cognitive, affective, and physiological factors that indicate how a learner approaches learning. The goal was to develop a workable diagnostic instrument leading to personalized education. (MT)

What makes the surge in learning disabled (LD) children disturbing is that no one clearly understands what LD really means. LD is usually defined in terms of disability, deficiency, and disadvantage--rather than ability, asset, and advantage. Studies now reveal that LD children actually possess positive learning styles and abilities that were…

Presents highlights of four "learning biographies" resulting from observations of children's writing in response to literature. The observations indicated that the connections children made to texts in reading and writing and how these are used to develop writing strategies and competence were related to their motivations and…

The authors' analyses of two studies show differences in students' values and learning preferences, as well as a relationship between psychosocial occupational therapists' level of education and the degree of eclecticism in their theoretical orientation, the degree of consistency between their practices and beliefs, and their movement from staff…

Examined the factorial validity of the decision-making style scales of the Assessment of Career Decision Making (ACDM-DMS). The responses of 819 undergraduate students were subjected to an exploratory iterative principal components factor analysis. Three factors were retained as the most clearly defined, interpretable solution. (BH)

Asks whether students who create computer programs with LOGO and those who use reading software with speech synthesis profit more than they would with a teacher. (CRH)

In two experiments, college student pairs who were given a systematic strategy for learning cooperatively from a text were compared with pairs who created their own strategies and with individuals who used the systematic or their own strategy. The cooperative learning strategy facilitated both initial learning and transfer. (Author/GDC)

Case studies of two gifted students present individual profiles listing instructional implications and counseling implications based on the Learning Styles Inventory. (CL)

A content analysis of 1,462 written responses provided by the adult learners explaining their rationales for preferring differing learning interaction patterns was conducted. Eight major response categories emerged, including instructor-centered and collaborative rationales. The rationales found were compared to rationales suggested in the adult…

A review and synthesis of contemporary models of decision-making in organizations is presented. The match between preferred decision styles of faculty or academic managers and the structural and situational demands of the organization are considered. (Author/MLW)

Although a higher mean difference in academic achievement was obtained when disclosure of cognitive style map information was made to a sample of adult learners in a community college anatomy class, the difference was small. Disclosure of the cognitive style map information had no significant effect on academic achievement. (JOW)

Concludes that the model of cultural transmission designed by Dobbert et al and described in this journal is a major advance in the field, but that the model will only be fully rounded once they incorporate the processes by which the learner acquires his or her culture. (RDN)

The present paper aims at a cross-validation of two theoretical constructs (the construct of cognitive preferences and the logical/associative model of a concept) that have been used as nonroutine measures of student assessment and curriculum evaluation. (BW)