The author enumerates methodological errors of studies on aptitude-treatment-interaction (ATI) matching students' learning styles with environmental influences, and recommends ways for teaching poor readers through their learning style preferences and strengths. Suggestions include designing reading environments to accommodate identified learning…

The processing of a transitivity task by 7-, 9-, 11-, and 13-year-old learning disabled children was studied. All Ss, regardless of age, received highest scores on tasks involving linguistic input. There was no evidence of a developmental shift from spatial into linguistic reasoning. (Author/SEW)

Studied person prototypes within a subcultural milieu and the influence of cultural salience on recall memory, predictions, and impression formation in two studies of college students. Results suggested that multiple information-processing strategies are used in person perception, influenced by normative and cultural variables. (WAS)

Active, teacher-centered instruction is not necessarily effective with all students for all purposes. (Author)

Three qualitative problems designed to explore differences in cognitive style were given to 48 undergraduate biology students in England. Two components of cognitive style were identified: problem perception (analytic, holistic, versatile) and ability to integrate the problem with their existing knowledge (high, low). Student problem-solving…

Gender differences in predicting displaced volume did not reflect gender differences in spatial ability, field-dependence-independence, or Piagetian formal reasoning. In addition, gender differences were not accounted for by science and math course-taking experience. (Author/PN)

Students were ranked in ability to anticipate the arrival of a relatively fast moving stimulus at a certain point along a trackway and compared with "narrow attentional focus," a measure of attentional style. An association between an individual's field independence and performance on an anticipation task was shown. (Author/CM)

Using a question-and-answer format, the author discusses brain research, its relationship to existing learning theory, left- and right-brain differences and their relationship to logical thinking, brain growth spurts, learning styles, and the effects of future brain knowledge on learning, especially on schools' development of brain-compatible…

Two tests of field dependence-independence (the Embedded Figures Test and Inverted Tracing Test) are examined as potential predictors of student clinical performance. Results suggest that field-independent students may have an advantage in the clinical dental curriculum. (Author/MSE)

Using various musical selections, researchers compared learning rates and styles of fifth-grade and senior citizen choruses. The younger and older learners were compared by their performances (tone, pitch, and note retention). Results indicated the older adults performed better. Available from College of Education, Kansas State University,…

Investigated whether retrospective and concurrent assessments in test anxiety research yield comparable data. Results indicated that concurrent and retrospective assessment groups did not differ on number of positive thoughts, negative thoughts, bodily sensations, or anxiety levels. Concurrent assessment did not affect test performance. (Author)

Reports the results of a study that examined the influence of learning and teaching styles on changes in student achievement in economics and attitude toward economics among undergraduates enrolled in an introductory economics course. (AM)

Connectionistic notions of hemispheric specialization and use are incompatible with the network organization of the human brain. Although brain organization has correspondence with phenomena at more complex levels of analysis, the correspondence is not categorical in nature, as has been claimed by the left-brain/right-brain theorists. (Author/GC)

Investigated the hypothesis that global evaluation of instruction by college students is positively related to the match between student learning style preference and instructor's teaching style. Results included a correlation of .87 between whether instructors taught according to student perceptions of good teaching and student rating of teacher…

Examined the effects on self-actualization of CETA supervisors who participated in a Rational Behavioral Training (RBT) group. The Personal Orientation Inventory (POI) was administered to experimental and control groups before and after the group. Results indicated the RBT experience enabled participants to move toward self-actualization. (RC)