Investigated elements of cognitive style that might predict leadership style. Compared balanced task-process style leaders with dominant style leaders for cognitive style differences. Identified six cognitive style elements predicting task orientation and eight predicting process orientation. (RC)

Presented is a questionnaire to help individuals determine their own unique thinking style: pragmatist, analyst, realist, synthesist, and idealist. Questionnaire is from "Styles of Thinking: Strategies for Asking Questions, Making Decisions, and Solving Problems" by Robert Bramson and Allen Harrison. (JN)

Literature treating the influence of cultural differences on learning style is summarized and educational planning recognizing individual learning styles is called for. (MJL)

Discusses Johnson's theory that information can be gathered in either a systematic or spontaneous manner and that this information will be analyzed either internally or externally, and considers some of its implications for understanding group interactions. Models of decision-making styles and characteristics and the problem-solving process are…

Forty-three emotionally disturbed children, ranging in age from 8.3 years to 15.6 years, were designated as either reflective or impulsive on the basis of performance on the Matching Familiar Figures Test. Subjects' performances on the three major factors of the Wechsler Intelligence Scale for Children-Revised (verbal comprehension, conceptual…

Explores the experiences and research which led Bernice McCarthy to advocate the goal of deliberately helping students to develop skills and potentials inherent in each hemisphere of the brain. Describes the 4MAT system, which equally emphasizes four learning styles (i.e., experience, active experimentation, reflective observation, and abstract…

A promising line of inquiry concerning the development and use of formal operations strategies is presented and a number of conceptual and empirical questions are raised. (Author/PN)

The effects of analytic versus nonanalytic cognitive styles and two modes of teaching techniques (discovery versus expository) on student performance on mathematics tasks were investigated. The analyses revealed no significant main effect of teaching methods. (Author/PN)

A study indicated that (1) male and female androgynous and cross-sexed college students were more tolerant of ambiguity than sex-typed subjects and cognitively more complex than undifferentiated subjects; (2) cross-sexed subjects were cognitively more complex than sex-typed subjects; and (3) cognitive complexity and intolerance for ambiguity were…

Studies show that students are capable of correctly identifying their own learning styles. (JM)

Focusing on the characteristics noted across models, this paper identifies and evaluates the relevance to learning effectiveness of the major features found in 10 media selection models. Features discussed include the physical forms the models take, the ways in which they classify media, and the media selection factors they consider. (Author/PN)

In a comparison of the performance of active and passive mechanically yoked subjects who learned their way through a tactile maze, it was shown that active subjects made more errors and took a greater number of trials to reach criterion than did passive subjects. (Author)

Examined the conditions under which infants employ (1) spatial codes respondent to objects central to their visual field and (2) spatial codes respondent to objects peripheral to their visual field. (DB)

Piaget and Inhelder's Water-level Task, the Preschool Embedded Figures Test, and a mental processing measure called Mr. Cucui were administered to 42 four-year-olds. The significant correlation between Mr. Cucui and the horizontal/vertical bottles was discussed from the neo-Piagetian perspective of Pascual-Leone's theory of constructive operators.…

Research studies are briefly reviewed to examine the hypothesis that delinquent adolescents may process information in a different manner than nondelinquents. Studies suggest delinquents: (1) have less control over information they attend to; (2) expose themselves to more stimulation; (3) process more slowly; and (4) selectively attend to…