The author evaluates four learning style instruments, makes suggestions to minimize weaknesses, and offers general suggestions for using style information. The instruments discussed are the Group Embedded Figures Test, Hill Cognitive Style Inventory, Kolb Learning Style Inventory, and the Canfield Learning Styles Inventory. (JOW)

The study used a battery of nine neuropsychological tests/subtests to derive patterns of cognitive style with 56 mildly handicapped and 36 non-handicapped children (ages 6-13). Three subtypes of cognitive style (dysphonetic, dyseidetic, and mixed) were identified in both groups, suggesting that cognitive style operated independently of cognitive…

Research by behavioral scientists suggests that the hemispheres of the brain mature at different rates in boys and in girls up to about age 10. A change in teaching style to accommodate different learning styles benefitted all members of a second-grade class, in particular a boy with learning problems. (MT)

Surveyed 60 married couples to explore the relationship between spouses' cognitive styles and interaction patterns. Used three measures of cognitive style and one measure of relational interaction patterns. Results indicated that spouses' reports of parallel, complementary, and symmetrical interaction could each be predicted from spouses'…

Based on the typology of C. G. Jung, the authors conducted survey research on two populations of third, fourth, and fifth graders. Findings suggest that gifted students are predominantly intuitors and that in decision making there is a surprisingly high degree of feeling involved in terms of student attention to information processing. (Author/CL)

Maintains that Dobbert et al's transmission model (presented earlier in this issue) does not take into account individual receivers' different modes of mapping the transmitted knowledge. Argues that a way of life cannot be transmitted as a unit; each receiver reconstitutes fragmentary information rather than absorbing entire cultural patterns.…

By understanding the learning styles of educational researchers we can better understand the policies they promote and the lessons they plan for others. This article is based on an interview study of the beliefs and intentions underlying researchers' and policymakers' views on staff development. (Author/DCS)

A diagnostic-prescriptive scheme is illustrated using subtests of the Slingerland Screening Tests for Identifying Children with Specific Language Disability and the Detroit Tests of Learning Aptitude. The scheme is intended to focus on the child's learning style by examining the task and the strategies employed. (CL)

Clients (N=92) from two mental health centers took the Minnesota Multiphasic Personality Inventory (MMPI) and the Social Interaction Self-Statement Test (SISST) during the intake process. Results indicated that the Social Introversion (SI) scale of the MMPI was the most efficient predictor of the SISST scales. (BH)

The article examines implications for school counselors of gifted students' learning styles of independence, internal control, persistence, perceptual strength, nonconformance, and high motivation. Guidance techniques should include highly cognitive processing, reasoning, abstract thinking, creative problem solving, and self-monitoring. (Author/CL)

Presents a model for written materials development that stresses an active rather than passive learner role. Indicates that materials developed for proactive use individualize the learning experience and that learners benefit from the flexibility of materials relative to the time and location for learning and topics to be studied. (JOW)

If students were taught according to the results of learning style evaluations, students would be more likely to learn and educational malpractice suits would be dismissed. (Author/IRT)

This manual presents five learning styles instruments and presents data related to validity and reliability and descriptive statistics. The manual also discusses the implications for learning presented by each of these learning models. For purposes of this discussion, "learning style,""cognitive style," and "personal style" are used synonymously.…

Describes an exploratory study of student boredom as a block to learning, and reviews some of the implications for trainers if boredom is to be treated as a serious and frequent matter in management training. (MEAD Subscriptions, CSML, University of Lancaster, Lancaster LA1 4YX, England). (NJ)

Learning style is defined, its environmental, emotional, sociological, physical, and psychological elements described, and research on its classroom implications for handicapped and gifted children reviewed. Studies are explained to have revealed statistically significant increased academic achievement when individual traits have been matched with…