Reviews issues in black English and concludes that diagnostic tools must incorporate the cultural characteristics of black English while coping with the phenomena of language learning. (DM)

Highlighting research findings on retention of information and learning styles, the authors apply the principles to a workshop for adult educators on teaching strategies and techniques. (SK)

Traditional and experiential learning are fundamentally different, and this difference has important consequences for the discipline of sociology as it is taught and practiced. Two models for curriculum integration are presented, and the consequences of each are discussed. (Author/RM)

Distinguishes between the collaborative learning process and a collaborative learning group. Lists conditions basic to the development of effective collaborative learning groups through training programs: (1) knowledgeable trainer, (2) participant commitment, (3) open communication, and (4) appropriate normative controls. (JOW)

The relationship between cognitive strategy and theoretical constructs associated with cognitive style, cognitive behavior modification, and metacognition, particularly regarding the education of learning disabled students, is examined. Future research directions, including the relationship between a tactual repertoire and metacognitive status,…

No one program can meet the needs of gifted and talented students with diverse cultural influences, learning styles, developmental stages, and creative requirements. (CL)

Reports the results of research which tested the applicability of the McKenney-Keen Model of Cognitive Style to the information gathering behavior of information professionals. Factor analysis techniques used to analyze the results are described. Four tables, two figures, and a 13-item reference list accompany the text. (Author/JL)

Identifies an instrument for measuring learning styles and explains how its usage can help teachers review and improve instructional procedures. (MLF)

Affective traits (persistence, independence, and self-concept) are examined according to their relationship to giftedness. The author then poses questions regarding the affective results of labeling students gifted and cites problems with matching students' learning styles with their environments. (CL)

Discusses a study which indicated that relationships exist between students' learning styles and their attitudes toward individualized, competency-based typewriting instruction, particularly for beginning students. (JOW)

Reviews the literature concerning cognitive style and its effects on reading. (FL)

Suggests that a thorough knowledge of students' learning styles can help counselors, in consultation with teachers, parents, and administrators, develop strategies and programs that meet student needs. (FL)

Defines and discusses cognitive style mapping and relates it to the aims of instructors and the needs of students, with emphasis on the implications of cognitive style for instructional design. An 11-item reference list is included. (JL)

The results of this study suggest that men and women who select careers in physical education are similar in cognitive style and tend to be moderately field-independent. The women entering physical education and sport, which has been a "masculine area," would be nontraditional. (Author/AL)

Explores some of the differences in learning styles of adult students and suggests some reading strategies appropriate to the adult's learning needs. (HOD)