A structure is proposed by which nurse educators may unravel the contradictions in learning style research and see more clearly the importance of learning style theory and its applications to nursing education and nursing practice. The application of learning style theory most evident in the nursing literature appears to encompass four major…

To provide documentation for the argument that Mexican-American (or Chicano) children in the United States tend to have a cognitive style differing from that of their Anglo-American classmates, the relevant literature is selectively reviewed. The review is organized in three sections, focusing respectively on the definition of cognitive styles,…

The study examined differences between 57 learning disabled (LD) and 24 non-LD college students on measures of psychoeducational assessment. In addition, differences between LD students with good and poor academic performance were studied, and coping strategies were identified for both sub-groups. A variety of standardized tests were administered…

A pilot project designed to improve the cognitive education program for 24 hearing impaired undergraduate preprofessionals incorporated aspects of instrumental enrichment (IE), an approach to enhance cognitive skills at the representational level. Ss participated in paper-and-pencil cognitive activities aimed at improving five skills: projection…

Individual differences in dichotic fusion experiments could be based on a number of different principles. The current working hypothesis suggests that the phenomenon reflects a language-binding effect; language-bound (LB) individuals perceive and remember events in language terms while language-optional (LO) individuals can use language structures…

Four essays are presented on the subject of bilingualism, with the specific purpose of providing information for teachers about the ways in which they can help language minority children sustain their first language while acquiring English. After an introduction by G. Richard Tucker, the following papers are presented: (1) "Bilingualism: Its…

According to this book, learning styles are cognitive, affective, and physiological behaviors that serve as indicators of how learners perceive, interact with, and respond to the learning environment. This volume describes the work currently underway in student learning style. It reports on the research base as well as the experience of secondary…

Two studies examined the relationship between cognitive style as determined by conjugate lateral eye-movements and the ability to recognize correct inferences and specific items from textual and pictorial displays. Subjects were given related sets of sentences and pictures followed by separate inference and recognition memory tests. Results of…

Three experiments are reported investigating experts' and laypersons' conceptions of intelligence. In the first experiment, persons studying in a college library, entering a supermarket, and waiting for trains in a railroad station were asked to list behaviors characteristic of either "intelligence,""academic intelligence,""everyday intelligence,"…

Forty-seven subjects were administered the Dogmatism Scale (D), and Embedded-Figures Test (EFT), and were randomly assigned to a programmed Russian vocabulary lesson with or without strong prompts after a median split stratification of EFT and D. A multiple regress analysis tested the influence of field independence and dogmatism, and their…

An in-service coordinator can encourage each teacher to select personally a program that fits the teacher's learning style. (JD)

Learners enter a learning situation with a preconceived notion of what teaching style is best for them. For those learners perceiving congruency between their preferred style and the teaching style actually received, achievement was greater than for those perceiving incongruency. (Author)

Most teachers can respond to differences in student learning styles. Eighteen elements of learning style, categorized as environmental, emotional, sociological, and physical are described. (Author/MLF)

Subjects differing in cognitive complexity formed impressions from either (1) three positive and three negative experimenter-selected traits; (2) three traits of each evaluation generated by the subject in a preliminary session; or (3) three experimenter-selected traits of one valence and three subject-generated traits of the opposite valence.…

Subjects named pictures on which words or nonwords were superimposed as distractors in this study designed to test whether the meaning of printed words is perceived directly or by means of phonetic recoding. (HOD)