Debunks several myths that have arisen in schools' misapplication of the author's multiple intelligences (MI) theory. Argues that seven intelligences do not require seven different intelligence tests. An intelligence is a construct, not a domain, discipline, or learning style. MI theory is empirical and compatible with general intelligence theory.…

Makes an evocative plea for accepting children where they are developmentally and maintaining a vision of future possibility. Claims that adults are being guided and informed by children, and adjust their behaviors accordingly. Advocates encountering the child with a willingness to learn from the relationship, with the result that the educator…

Of a sample of 63 nursing students, 28 had a perceptual modality preference. Nutrition instruction using this modality was given to 10; the other 18 were taught using another style. When instruction matched learning style, scores were significantly higher on a nutrition achievement test. (SK)

Graduate students (n=134) used the analytic hierarchy process, which weights expressed preferences, to rate four learning activities: lectures, discussion/reflection, individual projects, and group projects. Their preferences for discussion/reflection and individual projects were independent of auditory, visual, and kinesthetic learning styles.…

Discusses Howard Gardner's theory of Multiple Intelligences that addresses how students assimilate information and suggests the use of electronic portfolios to allow a broader array of learning styles and increase the effectiveness of activities by addressing more Multiple Intelligences. Explains the use of hypertext and multimedia on a CD-ROM.…

Explains how to apply Kolb's experiential learning cycle in finance education. Matches learning styles to learning activities in a matrix. Describes a test of the system with finance students at Massey University in New Zealand. (SK)

Discusses "separate knowing" (critical thinking) and "connected knowing" (empathic, appreciative thinking). Finds gender differences for the two; one style is independent of the other, and thus the two can coexist; and that they reflect not learning capacities or intellectual power but rather learning attitudes or styles.…

Reviews published findings from empirical studies of hypermedia learning and cognitive styles and classifies them into five themes: nonlinear learning, learner control, navigation in hyperspace, matching and mismatching, and learning effectiveness. Presents a learning model and discusses implications for the design of hypermedia learning systems.…

Focuses on the assessment of students' (N=138) versus their teachers' (N=8) self-perception of the latter's personal style in the context of science and mathematics teaching in college. Concludes that the teachers' preferred (ideal) and actual personal style profiles thus obtained indicate that there is good correspondence between the students'…

Uses three instruments derived from experiential learning theory--the Learning Style Inventory, the Adaptive Style Inventory, and the Learning Skills Profile--to test hypotheses about the differences between balanced and specialized learning styles in a sample of 198 part-time and full-time MBA students. (Contains 81 references.) (Author/YDS)

Argues that one essential resource for continued lifelong learning is the vast network of organizations and media that support the public's burgeoning demand for 'free choice' learning - learning that is often voluntary and guided by a person's needs and interests. (MM)

Controlling for precollege learning orientations and other influences, male athletes competing in nonrevenue sports at 18 four-year institutions tended to have lower levels of Openness to Diversity and Challenge and Learning for Self-Understanding that male nonathletes. Male football and basketball players did not differ from their nonathlete…

Examines the different learning styles found in western lecturers and Omani students in science lectures in the Sultanate of Oman. (Author/CCM)

Discusses whether teachers should consider individual students' learning styles when teaching, examining research on learning styles, explaining what people mean by learning styles, and noting why the notion of learning styles has such enduring popularity despite the lack of supporting evidence. Discusses test reliability and uses reading…

High school students (n=211) completed the Canfield Learning Styles Inventory and 8 business teachers completed the Canfield Instructional Styles Inventory. Students preferred personal relationships, working with other students, and direct experience. Teachers preferred organized, qualitative, social learning environments. Moderate congruence…