Considered construct of self-monitoring as potential variable for supervisor assessment of counseling trainees. Data from 65 doctoral students from 4 counseling psychology programs suggest that counseling trainee's self-monitoring status was related to additional counseling and personality variables, particularly relationship between…

Three experiments examined how flexibly two- to four-year-old children use the words "big" and "little" in normative, perceptual, and functional contexts. Results showed that children switched easily from a normative context but made errors when asked to switch to a normative context. (MDM)

A case is made for the construction of nomothetic theories that can also explain individual differences. The discussion uses examples from the memory area and presents an approach to memory that explains individual findings and individual differences in the context of a single model. (SLD)

Using a computer-based tutorial called STUDY, students navigate through content and apply studying actions such as underlining, taking notes, requesting elaborations, and attempting test items whereas STUDY creates detailed time-stamped records of the learner's interactions in a log file. Log file data are analyzed using a methodology based on the…

Examination of personality profiles of 131 women in female-typed occupations and 40 in male-typed occupations showed that 5 factors differentiated the personalities of the 2 groups: femininity, communality, self-control, status capacity, and dominance. Similarities between the groups were found in self-acceptance and achievement. (SK)

Solutions to educating special needs students are not found in exclusionary programs or curriculum categorizations but in the inclusion of all students and in providing the necessary support for them and their teachers. Meanwhile, special education "turf" issues must be resolved, and public apprehensions about mainstreaming as a cost-cutting…

Describes a theory of cognition which posits specialized structural systems (SSSs) that enable individuals to represent and understand domains of knowledge. Three test batteries assessed 12-16 year olds' abilities to think combinatorially, form hypotheses, design experiments, and construct models or theories. Suggests that the results of tests…

We all come to the human family--and our schools--with different kinds of intellectual baggage and different kinds of lingo to describe it. "Underprivileged" to one becomes "over-exploited" to another; the same goes for "multiculturalism" versus "ethnocentrism." We all must learn to share perceptions honestly and respect these differences. (MLH)

Demonstrated that time sampling is inaccurate for estimating durations or frequencies of behaviors. Also concluded that (1) individual or group differences can change depending on whether time sampling or continuous sampling is used; and (2) error rates are high when bout lengths of behaviors are short or when interval length is long. (BC)

Two surveys of 240 and 262 adults assessed risk-taking behavior and attitudes using different formats and source identifications. Results show that these risk-taking behaviors have different antecedents; different formats and sources also affect how individuals process information about risk. (JOW)

Reviews concepts of aptitude and aptitude-treatment interaction (ATI) and summarizes lessons learned in ATI research on educational treatments to help ATI research on psychotherapeutic treatments. Research design and data analysis recommendations address aptitude distributions, multivariate aptitude complexes, detective work with scatterplots,…

Examined (1) the possibility that children organize general statements into meaningful and consistent psychological concepts of themselves; (2) individual differences revealed in these concepts; (3) the possibility that these differences show stability over a one-month period. (PCB)

The effective teaching literature is reviewed in relation to selected approaches to individualization of instruction with handicapped children. The instructional setting, as a salient variable in instructional adaptations for individual differences, is questioned. Educators are encouraged to emphasize the function, not the form, of instructional…

Educators have three approaches to learning styles: focusing on the individual, using comprehensive models to adapt instruction to major learning differences, and identifying key elements of an individual's learning style and matching instruction and materials to these differences. One controversial aspect of learning styles is the use of…

An associate law professor recounts the incompatibility of his own professors' analytical teaching methods with her dynamic learning mode. Since learning the 4MAT principles, she has used alternative approaches to help law students move from experiential learning to abstract thought, to practical theory applications, and to development of new…