Results are presented of a meta-analysis of a review of studies on the effects on academic achievement associated with matching students and teachers on field dependent-independent cognitive styles. A slightly higher level of achievement by students was noted when cognitive styles were matched. (JD)

The author suggests that teaching may be enhanced as more insights are gained about how each student responds to the teaching/learning process and how learning style and teaching style are interrelated. Four learning styles are compared and four teaching styles are examined. (CT)

Teaching in a cross-cultural context requires the use of culturally appropriate communication skills, an awareness of cultural relevance, and a teaching style matched to adult learning styles. (CH)

Children entering public school in an English industrial urban area were identified for inappropriate learning behavior on the Guide to the Child's Learning Skills. A follow-up of the subjects at age 7 shows that progress in basic skills is strongly associated with pupils' learning styles. (Author/CH)

Relates the problem-solving behavior of second, fourth, and sixth graders to conceptual tempo. Correlations with indices of strategic and efficient performance on a pattern-matching task confirmed that reflectives are more strategic than impulsives. A task-analysis identified the sources of inefficiency for each child and related these sources to…

Findings on what constitutes expertise that are of educational interest are summarized. Common characteristics of experts, moving from novice to expert, and the meaning of expertise in academic skills are considered. A discussion among the authors, journal editors, and contributors concludes the article. (MT)

This article provides an overview of how people learn and strategies that can be taught to individuals to improve their levels of academic achievement. Several examples from recent case studies illustrate cognitive controls and profiles as well as the procedures and materials employed in augmentation and transfer training. (MT)

Surveyed 205 counseling clients to examine a client-counselor matching model. Predicted four preference patterns. Results did not confirm the hypothesized four-way model. Clients who preferred directive counselors were more abstract learners. Clients preferring nondirective counselors were more concrete learners. Overall, clients preferred the…

Video feedback, coupled with self-instruction training, helps students with cognitive impulsivity to gain insights into their behavior and to improve their problem-solving ability. (CL)

Tested patients (N=80) in an alcoholic rehabilitation program for field dependence with the Embedded Figures Test and for logical reasoning with two Piagetian tasks: the pendulum and the plant problem. Results suggested that cognitive factors play a more important role in alcoholics' response to treatment than has been recognized. (LLL)

Reviews a model of cognitive development relating the self and self-evaluation, guidelines for applying the model, and counseling applications. Recognizes that individuals may vary their level of abstraction depending on such things as the source of information, the context, and the part of the self being discussed. (LLL)

A qustionnaire survey of 501 pharmacy students was conducted to assess their learning styles and the relationship of learning style to several variables. Kolb's Learning Style Inventory was used to determine learning style. The majority of pharmacy students were convergers. (Author/MLW)

Defines self-efficacy as personal judgments of performance capabilities in a given domain of activity and discusses the role of self-efficacy during classroom learning of cognitive skills. Research findings are presented showing how different educational practices affect self-efficacy. (NRB)

To examine the relationship among cognitive styles/development variables and creativity, 84 college students participated in a battery of tests. Results of both canonical correlation analysis and discriminant function analysis offered reasonable confirmation that creativity is facilitated by mobile (vs. fixed), field independent (vs. field…

In a longitudinal sample of three- through 11-year-olds, age-appropriate versions of the Matching Familiar Figures Test (MFFT) were administered. Uncorrected for attenuation, MFFT error scores were more consistent over time than MFFT latency scores for both girls and boys. Implications of results for validity of MFFT as a measure of cognitive…