It is argued that the axes of the Learning Style Inventory and Learning Style Questionnaire are not conceptually aligned. More accurate comparison involves the degree of similar classification of learning styles, as illustrated in the modest but similar degree of classification for 44 graduate and undergraduate students. (SLD)

Community agencies must first understand the cultures for which they are programing, critique their current endeavors for learning style and point of view, and plan for inclusion of the culture(s) of their constituencies. (SK)

Investigates whether college students can improve their scores on cognitively based scales of the Inventory of Learning Processes (ILP) when using study techniques based on R.R. Schmeck's theory of learning styles. Finds no significant changes in terms of ILP scores for any of the groups. (PRA)

People growing up with powerful television images may have a preferred observational learning style that conflicts with standard classroom experiences. This article describes a college instructor's experience using the movie "Dead Poet's Society" to teach management and organizational behavior. Following a brief film synopsis, two…

Uses the learning in modern dance as a model for considering the differences in learning in the arts that is process rather than product oriented and relies on intuitive rather than scientific method for obtaining knowledge. (JOW)

Multi-age grouping, or exchanging traditional grade-level designations for teaching older and younger students together in one room, is as old as the one-room schoolhouse. Teachers comfortable with mixed-age classes are those who believe students learn by being active, engaged, and thoughtful, rather than by sitting passively or doing role…

Examined whether variability in cognitive and emotional reactions to binges accounts for recurrence of binge eating. Evaluated attributional, cognitive, and affective reactions to 2 successive binges among 50 nonpurging normal-weight female bingers. Analyses suggest that cognitive states evoked by particular events were better predictors of how…

A style is a preferred way of using one's abilities. People vary their styles to suit different tasks and situations. According to mental government theory, we organize ourselves according to certain government types. There are 13 styles under 5 categories: functions, forms, levels, scope, and leanings. Students receive more favorable evaluations…

Educators must change and design nursing education programs for the average student rather than an ideal, nonexistent student. Attention should be paid to student expectations, learning style preferences, and academic ability as the student population changes. (JOW)

Cognitive style constructs challenge learning theories or practices that presume a high degree of cognitive style similarity among adult learners. The cognitive style of field dependence/independence explains differences in adults' capacities for self-direction and indicates possible contradictions inherent in andragogical assumptions. (JOW)

Argues that the science curriculum of the future should attempt to link a working knowledge of science to the common aspects of everyday life. Shows how such an objective relates to the belief systems of individual students, which often vary from that of instructors. (HB)

Examines the effects of modified instruction and high ability fifth-grade students' use of metacognition on spelling achievement. Notes that the instruction was modified to match the visual, auditory, tactile, and kinesthetic preferences of the group. Finds positive results. (RS)

Argues that, even though it may not be possible to change an individuals basic cognitive style, it may be possible to make the learning process more transparent. It is also suggested that strategy training can be useful, providing principles for such training, and practical suggestions for teacher training courses and classroom practices. (37…

To incorporate student learning style preferences successfully in instruction, teachers need to be aware of (1) the meaning of learning style, (2) the available instruments to measure learning style, (3) considerations in choosing an instrument, and (4) ways to incorporate students' learning styles into lesson planning. (Author)

Describes an in-class activity which determines and discusses individual preferences for learning structures. (SR)