Investigated the ability of kindergarten, first-grade and third-grade boys and girls to use a mnemonic strategy in a spatial task. (Author/DB)

The developmental sources of the link between stylistic externality and food-related externality were studied in obese and normal children of 7-12 years of age. (MP)

Suggests that argument be seen as a private cognitive phenomenon, in contrast to the more traditional view of argument as a public message-based document. Differences between the views are noted and the respects in which argument creates and depends on cognitive order are discussed. (JMF)

Reports that of 18 college student subjects, those subjects who demonstrated a strong nondiscursive (picture/sound/imagistic) bias demonstrated significantly greater emotional intensity in response to film violence than did subjects who showed a strong discursive (word/number) bias. Notes implications of the findings for educators. (GT)

Outlines three types of diagnosis (formal, informal, and inferential) and three areas of diagnosis (difficulty of content, learning style, and use of principles of learning). Discusses considerations and sources of data for each of the three areas. (SS)

The article lists 25 books for gifted children (ages 4-9 years) for use in stimulating the production of images and creative thinking. Each selection is annotated and includes suggestions for stimulating the reader. (PHR)

No significant interaction was found between the field independent cognitive style and the level of guidance in mathematics instruction in a study involving prospective elementary school teachers. (Editor)

A study of Australian students from six ethnic groups supports the idea that if children from different cultural groups have distinct patterns of cognitive scores, they also have distinct patterns of family learning environments. (Editor)

Demonstrates that perceptual differences can be observed for specific cognitive styles and between subjects possessing contrasting educational backgrounds, no apparent relationship exists between cognitive style perceptions and cognitive behaviors, and consistent differences were shown in the manner in which subjects perceived the analytic and…

This study investigated the relationship of physical manifestations of sex hormone influence to cognitive functioning in a longitudinal sample of 106 adolescent males and 99 females (ages 13, 16, and 18 years). Analyses of the 35 males and 40 females who had all cognitive and physical data at all three ages are reported here. (Author/SB)

College students were administered the Group Embedded Figures Test (GEFT), the Remote Associates Test (RAT), a questionnaire concerning RAT strategy, and two self-report scales. Field independent subjects were found to be significantly more creative than field dependents; and advanced strategy levels and insightful responses were significantly…

The author proposes that Guilford's structure-of-intellect model be used as a starting point for researchers studying the interaction of instructional media attributes with individual differences in cognitive variables. (BD)

Presents three articles that explore the concept of learning styles and its application in business communication: (1) "Learning Styles and Teaching Styles: Who Should Adapt to Whom?" (Thomas C. Thompson); (2) "The Effect of Interactive Multimedia on Learning Styles" (Stevina U. Evuleocha); and (3) "Applying Kolb Learning…

Compares the visual and auditory processing factors of the Woodcock Johnson Tests of Cognitive Ability, Revised (WJR COG) and the visual and auditory memory factors of the Learning Efficiency Test, II (LET-II) among 120 college students. Results indicate two significant performance differences between the WJR COG and LET-II. (RJM)

Tested 2,400 three- to five-year olds for cognitive style and observed their play behaviors. Repeated measures multivariate analysis indicated that field-independent children engaged in more play than did field-dependent children. Significant interaction was found for age, cognitive style, and play behaviors. Older field-independent children…