Discusses how service learning can play an integral role in reclaiming youth. Advocates service learning as an effective part of the reclaiming process because it engages a variety of senses and makes learning more accessible for students with different learning styles. (GCP)

Comparison of 51 artists and 51 nonartists in India found three personality factors (introversion, independence, and tender-mindedness) which, related to working style and creative production of artists, could best differentiate artists from nonartists. These could be predicted from seven other personality factors. (DB)

Managers who foster innovation succeed in getting different approaches to grate against one another in a productive process called creative abrasion. They nurture and know how to use a cognitively diverse environment. (JOW)

Describes a method to guide the design of learning environments by developing a scripted lesson through a series of interconnected pedagogic fragments, called the scenistic approach to lesson planning. Highlights include learning styles; six educational paradigms; the concept of script creation; and developing personalized learning tracks. (LRW)

Review of 1,791 cases from 8 studies of college business students' learning styles revealed small to moderate effect sizes in style preferences. Kolb's learning styles were not evenly distributed and there was much diversity among business students and within specific majors. (Contains 22 references.) (SK)

Studies the role of thinking style development in 245 Chinese college students. Results indicated that thinking styles predicted students' sense of purposefulness, an important dimension in psychosocial development. Suggests that theories of intellectual styles should be integrated into the traditional family of student development theories.…

Describes adaptive educational hypermedia systems which aim to increase the functionality of hypermedia by making it personalized to individual learners and considering individual learning styles. Presents a prototype hypermedia system and reports results of a pilot study that investigated the system's educational effectiveness. (Author/LRW)

Cognitive style is a well-established theoretical construct but there is considerable ambiguity in the way it has been used and uncertainty regarding the nature of its role in suicide. This article suggests that enriching cognitive styles through the development of thinking skills is possible when the therapy session is construed as a learning…

Interviews explored the information needs of seven Dutch policymakers dealing with global sustainability. They sought information on cultural perspectives and linkages. Information gathering emphasized filtering to find specific information. Most used an application-oriented working style that, combined with policy-driven information seeking, was…

Presents several perspectives on maladaptive perfectionism. Discusses origins and characteristics of this congnitive-behavioral pattern. Offers treatment recommendations for college students troubled by ego-dystonic perfectionism. (Author/CM)

This article poses 10 questions for secondary school teachers who bemoan their students' lack of interest, laziness, and resistance to learning. Students need choices and chances to make decisions and assume responsibility for their own learning. They also need to laugh and feel important. Matching assignments to learning styles need not sacrifice…

The Secondary Learning Styles Inventory and the Consumer Styles Inventory were administered to 501 secondary home economics students. Factor analysis of the learning style characteristics from the sample of 482 found significant correlations between 21 of the 48 pairs of learning and decision-making characteristics. (SK)

This article proposes a system for developing lesson plans which accommodate differences in student learning styles without jeopardizing the pace of learning. Four teaching styles (direct teaching, practice, reflection, application) are identified, and activities that work well with these styles are suggested. A sample lesson plan is included.…

Argues that the question of whether information representation and processing are domain-general or domain-specific is neither meaningful nor answerable. Researchers should be asking questions about ways in which representation and processing are domain-general and ways in which they are domain-specific. (RH)

Discusses what contributes to success in second-language acquisition, focusing on how cognitive and cultural styles affect a person's ability to study and learn a second language. (81 references) (GLR)