An important contribution of cognitive style research is to make teachers aware of the cognitive style differences of their students and the resultant implications for teaching and learning. (JD)

The relationship between vocational preferences of adolescents and their birth order was examined. Firstborns were found to be overrepresented in the conventional and enterprising areas; later borns were found to be overrepresented in the social and investigative areas. (Author/GK)

Findings indicate that interpersonal compatibility in work groups and its relationship to goal achievement is not a unidimensional or unidirectional phenomenon. Rather, compatibility appears inextricably related to other aspects of group problem solving, including the methodology of decision making. (Author/IRT)

The appropriateness of the starting points for Peabody Individual Achievement Test subtests as suggested by the test authors was investigated. For a sample with an average IQ of 98, there was an average difference of nearly eight points between suggested starting points for the mathematics subtest and the actual basals. (Author)

This study provides guidelines for practitioners to determine the minimum differences, in scaled score points, needed for statistical significance when applying the Bannatyne recategorization of Wechsler Intelligence Scale for Children--Revised subtests on a individual basis. (Author)

Cites some general differences between scholars and teachers. Suggests that it is within the concepts and practices of humanism that the cause of their major differences rests. (Author/RK)

Examines the relationship between perceived vulnerability to health problems and the repression-sensitization dimension. (Author/RK)

The purpose of this study was to compare Minnesota Multiphasic Personality Inventory (MMPI) results of 53 adolescent poor sleepers with a matched control group of 53 good sleepers. Adolescents, like adults, show a highly significant relationship between neurotic personality functioning and poor sleep. (Author)

If educators are to successfully address the needs of the individual learner, they must understand what the word individual means. They must relate teaching style to individual learning preference. (Author)

Introduces Flow Theory as framework for understanding authentic engagement. The individual learner's quality of experience should be an essential criterion for judging efficacy of educational challenge. Flow Theory emphasizes that our most powerful experiences of engagement are shared; they involve us with activities matching our capabilities and…

This study of 200 college students examined differences in goal structures between high and low creative individuals, across creative and routine situations, and in 4 categories (person, process, situation, and product). Most subjects described their motivation as involving all four categories, though high creatives put more emphasis on person and…

The 4MAT System honors the distinctive style that each student brings to the classroom, while helping all students grow by mastering the entire cycle of learning styles. The learner makes meaning by moving through a natural cycle--from feeling to reflecting to thinking and, finally, to acting. Teachers need not label learners by style; instead,…

Assessed potential differences between female undergraduate children of alcoholics (n=27) and children of nonalcoholics (n=76) in depression and choice of coping strategies. Although significant group differences were detected for level of depression, mean depression scores for both groups fell within the "no depression" range on the…

Discusses criminal Stephen Burroughs'"The Memoirs of Stephen Burroughs", a well-known rogue narrative of the 19th century, and his campaign to establish a library in Bridgehampton, New York. Topics include rationalism; the role of reading; the growth of libraries following the American Revolution; and the role of individual…