Discusses the environmental, sociological, physical, and psychological elements of learning styles as well as how to put learning styles to work in the instructional program. (WD)

Programs for the gifted typically offer an increased workload or linear acceleration of subject matter. Gifted children really need a qualitatively different curriculum that considers their preferred learning styles. This article discusses relevant research findings and suggests ways of incorporating them into a gifted program. (WD)

Discusses the necessity for conceptual frameworks as organizers of the content of bibliographic instruction, argues that such frameworks provide a necessary basis for generalizable and meaningful learning, and reviews seven conceptual frameworks for use in bibliographic instruction. Twenty-one references are listed. (RAA)

Readers are invited to test their abilities first in diagnosing the learning difficulties of a high school senior and then in prescribing the right kind of instructional program for him or her. (Author/MLF)

In terms of Kagan's theory of the problem-solving process, this study explores the relationship between reflection-impulsivity, hypothesis generation and testing, and evaluation of the quality of one's own solutions among children approximately 8 to 12 years old. (JMB)

Results of this study of three age groups (5-7, 9-10, and 14-15 years) indicate that there are both individual and developmental differences in cognitive strategy use and that use of strategy is predictable across age levels by personality factors. (Author/SJL)

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)

Measures of field independence, general intelligence, and school achievement were obtained for 187 Filipino high school girls. The data supported the proposition that field independence shares a small but significant amount of variance of school achievement after the variance attributable to intelligence is removed. (Author)

Reports on a detailed case study of the origin and nature of a teacher's practical knowledge. Identifies five orientations of practical knowledge: situational, theoretical, personal, social, and experiential. (Author/MLF)

Anderson, Spiro, and Anderson (EJ 189 658) assert that the author's assimilation theory of meaningful learning and retention is "hopelessly vague." Documented examination of these assertions indicates that they are unspecified, unsubstantiated, undocumented, and based on indisputable misrepresentation of published material and on logical…

Male delinquents (N=53) were classified as either psychopathic, neurotic, immature, or socialized-aggressive. The relationships of several cognitive characteristics to membership in the groups were investigated. Group differences in perception of others provides insight for treatment approaches. (Author/RC)

Discusses use of kitchen utensils as resource materials suited for furthering cognitive development in preschool children. (Author/DB)

The regular classroom teacher's role in the identification of learning-disabled children is important but often difficult. Identification is facilitated, however, by recognition of a pattern of symptoms rather than one single sign. (Author/GC)

Announces the findings of a study which appeared in the June, 1979 issue of "Perceptual and Motor Skills." According to the study, introverted children learn more through observation than do extroverted children and extroverts respond more to social, person-oriented stimuli. (Author/SA)

Scientific developments during the last few decades offer a radical new way of looking at learning--one that appears to have enormous potential for helping teachers bring about major gains in students' achievement. (DS)