Field independence and dependence were compared in 80 mildly retarded and 80 non-retarded children (all between 8 and 13 years old). Non-retarded children, especially older whites, were more field independent. Mildly retarded children, especially younger blacks, were more field dependent. (Author/DB)

Latent inferential comprehension scores were calculated for fourth-, fifth-, and sixth-grade students in a study that investigated cognitive styles as mediating variables in comprehension processes. (HOD)

Analyzes the relationship between field sensitivity and cloze test performance for 286 subjects between the ages of 15 and 19 in six Pacific Island cultures. A significant relationship was found between field dependence/independence and cloze scores. (SED)

The author states that none of the left-brain/right brain "mythology" is supported by the actual research on the differences between the left and right human cerebral hemispheres. In fact, he states, the research literature flatly contradicts most of the mythology. (CT)

Examines the relationship that might exist between knowledge structure and learning and teaching styles. Discussion includes the Psycho-Epistemic Profile, which measures the process of knowing, and a study of relationships between teachers' and students' psycho-epistemic styles and preferred subject matter, and differences between psycho-epistemic…

Reviews David Kolb's Experiential Learning Model, stressing its potential for developing or redesigning curricula for adult learners to include learning modes focusing on concrete experience, active experimentation, reflective observation, and abstract conceptualization. Offers a checklist for assessing which modes are accommodated by an…

Study results suggest that student achievement and attitudes toward economics at the college level might be improved by a better match between the teaching style of instructors and the learning style of students. (Author/RM)

Recognition of the importance of cognitive processes and appropriate learner strategies for achievement in psychomotor tasks is emphasized. A task analysis procedure is proposed to assist in determining strategies for learning. (MT)

The Learning Style Questionnaire is a new 40-item semantic differential rating scale designed to assess individual learning styles within an experiential learning model. It was administered to 543 undergraduates. Results indicated acceptable reliability. Least squares factor analysis supported its construct validity. (Author/GDC)

Continuing medical education (CME) should be tailored to physicians' self-planned learning and individualized instruction. Evidence suggests that physicians engage significantly in self-initiated learning projects, so CME should be geared to assist and enhance these efforts. (SK)

Examined the relationship of the Irrational Beliefs Test (Jones 1968) to depression, locus of control, cognitive set, and interpersonal assertion competencies in 114 college women. Results showed irrationality on the IBT was related to externality, negative cognitive set, unassertiveness, and depression. (JAC)

Reviews field dependence/independence research as it relates to reading and reading instruction and draws implications for reading instruction. (FL)

Research on teaching is beginning to uncover what teachers do to create conditions that foster learning. Some ideas about teacher behavior that have been linked to positive learning outcomes are explored. Five teaching styles that can be linked to research findings are presented. (DF)

The Criterion-Referenced Test of Pedagogical Knowledge (CTPK) and the Hill Education Cognitive Style Interest Inventory were administered to 30 students in a performance-based vocational teacher certification program. Learning preference, personal, and program characteristics were identified for mastery (over 80 percent on CTPK) and nonmastery…

Examined cognitive learning styles and levels of moral judgment in 781 urban college students, who completed the Grasha-Riechmann Student Learning Style Scale or the Defining Issues Test. Results showed predominantly participative and collaborative cognitive learning styles. The prevailing view of morality was doing one's duty within society. (JAC)