Examined the relationship between cognitive style and reading readiness in 104 kindergarteners before and after a visual discrimination treatment designed to modify conceptual impulsivity. Correlations were also obtained between errors and latencies on the Matching Familiar Figures Test and performance on the Metropolitan Readiness Test. No…

Research evidence suggests that there are natural variations in children's learning, many of which can be categorized by age and sex. Educators must become knowledgeable about brain growth and its curricular implications. (SK)

Suggests cognitive style as a conceptual approach to older adult instruction. Summarizes data on younger learners obtained through this approach. Results of initial research indicated older adults prefer the field-dependent cognitive approach to content and methodology. Implications for elderly education are discussed. (RC)

A multivariate investigation of the dynamics of cumulative achievement studied the influence of course grades, personality traits, environmental variables, and previous performance. The latter was the best single predictor of performance. (CJ)

Social context, reinforcement patterns, and cue salience are examined in field dependent and field independent learners to provide an overview of learner analysis research dealing with cognitive styles. Instructional designers are asked to investigate equivalent alternate forms of instruction for these two polar groups. Nine references are listed.…

Investigates the relative efficacy of three training procedures in improving serial recall in kindergarten children who either showed no tendency to rehearse or rehearsed inconsistently at a serial recall pretest. Self-instructional training, an induced rehearsal procedure, and a practice control condition comprised the three training procedures.…

It was found, among other things, that six of the 24 variables on the Learning Style Inventory significantly discriminated between gifted and normal elementary age Ss, and that gifted Ss also tended to be highly individualistic in their preferences for sound, silence, interaction, temperature variations, intake, mobility, and time. (DLS)

The effects of subsequent related information and cognitive flexibility on prose recall were studied. Subjects read a passage; then were given either consistent or contradictory information. Errors in cued recall, reflecting the subsequent information, were more frequently produced after a three-week delay than after two days. (Author/GDC)

The article provides a rationale for the consideration of the processing differences of exceptional learners and discusses how these differences influence the development of the skills necessary for normal school achievement. (PHR)

The author reviews some research, particularly that of Roger Sperry, substantiating the existence of different thinking styles in the two brain hemispheres and the development of this differentiation in infancy and childhood. She draws some implications for elementary teaching. (SJL)

Describes an approach which overcomes the discrepancy between the aims of management training programs and the needs of management in organizations. (JOW)

Children aged 6 to l7 were taught novel class inclusion hierarchies, analogous to the relation among oaks, pines, and trees. The results indicated that the part-whole structure of collections is simpler to establish and maintain than the structure of inclusion. (Author/RL)

Posttraining measures indicated that the self-instruction procedure produced significantly more reflective responding than did the model alone procedure. The results also suggested the presence of a developmental lag in cognitive style among the retarded children compared to recent norms for nonretarded children. (Author)

Criticizes both the central administration and the teacher union approaches to education reform in New York City and offers an alternative model that places the teacher in control and emphasizes the matching of teaching methods with the cognitive styles of students. (IRT)

Three aspects of the learning strategies model are discussed: its philosophy (that intervention should be based on principles of cognitive psychology and learning); its major components (including identification, decision making, and cooperative planning); and its application to a 15-year-old LD student. (CL)