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…

Familiarizes educators and researchers with a method to develop curriculum according to the individual cognitive styles of individual students. (Author)

Investigated the differential counseling interaction patterns generated by counselors of differing levels of cognitive complexity. Results provided evidence of interactional process differences between counselors of differing levels of cognitive complexity and consistency of interactional response patterns across counseling interviews. (Author)

Develops measures of individual differences in attribute centrality, investigates convergent validity, and explores differences in central and noncentral attribute functions within same person. University students in three countries completed questionnaires. Four relative centrality measures correlated with information required to make decisions…

The implications of cerebral dominance for curriculum and instruction are enormous. Cognitive style, sex differences, instructional materials preparation and selection, and testing are affected by right or left brain hemisphere dominance. (CJ)

Data gathered from a sample of 179 students at the College of Library and Information Science, University of Maryland, supported hypotheses relating field dependence/field independence to functional and institutional preferences and to undergraduate majors. (RBF)

Reports on a study finding that journalists preferred a right brain hemisphere or integrated style of information processing. Proposes the further application of right-left brain hemisphere research in the field of journalism. (RL)

Discusses the learning process and factors which generally determine how much is learned, i.e., content, the librarian's style, the learner's attitude and ability, and the environment. Suggestions are provided for dealing with these factors in planning library instruction. (LLS)

Identified some experiences that lead to preschool children's transition from less to more systematic problem-solving strategies. Receiving encouragement to adopt more analytic attitudes and encountering problems with perceptually salient differences on a relevant dimension were the two types of experiences examined. (Author/DB)

A hierarchical factor analysis of 430 pupils' scores was performed on a matrix of correlations between three measures of cognitive style (analytic-synthetic; field independence; leveling-sharpening) and achievement in mathematics, geography, and English. Findings provide some support for the independence of cognitive style from general…

Assesses our limited knowledge of individual learning styles and their relationships to academic achievement. Poses questions for further research. (Author/WD)

The importance of understanding individual differences in learning styles and temperament for developing special education programs is considered in the context of K. Lewin's theories of the interaction between behavior, personality, and environment. (DB)

While conceptualizations of learning disabilities vary between brain deficit and brain difference, teachers, counselors, and clinicians should consider the degree and nature of the match that exists between the child's abilities and both the classroom methods and materials. (Author)

Three types of concepts were examined: concepts defined by sufficient features, concepts which possessed necessary and sufficient features, and concepts composed of exemplars with distinctive features. Second- and fifth-grade subjects learned the concepts in a procedure encouraging abstraction of common features or a procedure fostering exemplar…