The field dependent and independent dimensions of cognitive style focus on the individual's ability to perceive and manipulate a figure with or without a background. Research suggests that field dependence or independence does not significantly interact with expository or discovery teaching styles to heighten achievement. (Author/CMJ)

Self-modeling is less anxiety provoking than is self-observation per se, and might have considerable potential in helping clients continually strengthen self-coping skills. Clients who view themselves as weak, inadequate, or unattractive often experience changes in such perceptions concomitantly when achieving desired positive changes in behavior.…

Describes a study conducted at Murray State University (Kentucky) which proposes to create a teacher-student learning situation that would identify and maximize divergent learning potentials and styles with the goal that each child would be properly classified as "gifted". (CT)

Sex differences between 27 learning disabled (LD) girls and 75 LD boys (all elementary school age) were examined on psychological, academic, and cognitive style measures. LD girls were found to be verbally inferior, less capable of abstract thinking, more field dependent, and more impulsive than the boys. (Author/SBH)

Describes Mount Hood Community College's experiences using the Modified Hill Model for Cognitive Style Mapping (CSM). Enumerates the nine dimensions of cognitive style assessed by the model. Discusses the value and limitations of CSM, five major checks on the validity of the model, and Mount Hood faculty's involvement with CSM. (AYC)

One hundred seventy gifted and average junior high students were administered the Learning Style Inventory (LSI) to identify how students prefer to learn. Gifted Ss were more persistent, tolerated the presence of sound, and preferred learning alone to a greater extent than average Ss. (CL)

Variables in student performance--including instructional mode, conceptual approach, perceptual preference, curricular interest, time preference, and counseling needs--are discussed; and the author suggests that alternative schooling which takes these variables into account for individualization would serve gifted students as well as slow learners…

Approaches language teaching and learning with the idea that: (1) before they start learning all human beings are equipped with a great deal of implicit understanding of any new language, and (2) learning of a new language must be ultimately bound up with the process of operating in a new culture. (PJM)

Suggests that while slavish, excessive memorization is a habit that hinders the development of critical skills while stifling originality and precision, in certain cases the best approach is to accept the memorization habit partially, in order to exploit it for its own eventual elimination. Capitalizing on students' intellectual curiosity…

Investigated ability of young children to interpret aerial photographs and maps, sought age and/or cognitive development differences, and probed whether or not some environmental features were more consistently recognized than others. (Author/DB)

In this study, learning was maximized by matching students with a certain learning style with complementary instructional strategies. (MM)

Results of this study demonstrated that while positive occupational information alone leads to greater simplicity, negative or mixed information significantly retards the trend toward greater simplicity. Results are discussed from both theoretical and practical perspectives, especially with reference to the typical occupational information…

Examined the relationship of learning styles and interpersonal relationship needs of human relations group members. A group leader should be aware of learning styles of group members, for these will influence how members participate, what they invest themselves in, and the learnings they may experience in the group. (Author/CC)

Cognitive interactions of science lessons can vary along many different dimensions. Although teaching practices in secondary science classes generally progress from knowledge of facts and principles to applications and problem solving, the trend is reversed in grade 12. Less practical application is evident in early secondary grades. (SB)

Students in three mathematics classes were assessed on two aptitudes, field independence and general reasoning, and randomly assigned for a discovery treatment. There was a significant interaction with general reasoning on the retention test. There were no interactions with field independence. (Author/MK)