The Group Embedded Figures Test and the Hand Test were administered to 64 community-living females, aged 60 to 81 years old. Seven low but significant correlations were obtained between personality variables and field-dependence/independence. Findings suggest that many postulated field-dependence/independence personality relations change with old…

Adults took the Rod and Frame, Portable Rod and Frame, and Embedded Figures Tests. Absolute and algebraic frame-effect scores were more reliable and valid than rod-effect algebraic scores. Correlations with the Embedded Figures Test were so low that the interchangeability of these field articulation measures is questionable. (Author/RD)

Proposed that, when faced with highly desirable but uncertain outcomes, people may employ cognitive strategies in an attempt to influence their future affective responses to the outcomes in question. Demonstrated the use of two such strategies. (Author)

This study attempts to resolve the conflict within lateral eye movement research by investigating the validity of the measure across a variety of tests of cognitive ability and preference, utilizing several procedures for scoring and classifying subjects on the measure. (Author/PN)

Four 17- to 21-month-old normally developing, and four 32- to 35-month-old language impaired children, classified as "referential" speakers or "expressive" speakers, produced linguistic features in clusters, and manifested play behaviors that were consistent with the children's pattern of lexical distribution. (Author/MC)

Compared 12 old and 12 young adults in two information-processing tasks (a rotated figures task and a sentence verification task). The age difference was minimized when older adults adopted strategies that reduced processing. They were more disadvantaged when employing strategies that imposed greater processing demands or memory load. (JAC)

Presents the results of a study undertaken to examine the cognitive styles of students in the Library Science/Educational Technology program at the University of North Carolina. The implications of the study for the education of library science students are enumerated. Three tables and a reference list are included. (JL)

Reports the results of a project which studied the student's preferred learning style and the instructor's teaching style in a college level economics course. Students favoring independent styles achieved significantly more than those favoring dependent styles. (RM)

In terms of second-language learning, examines: (1) What is the significance, educational and statistical, of the performance difference between field-dependent and field-independent students? and (2) Does the learner's cognitive style interact with other factors in the learning situation, such as the teacher's cognitive style, to affect…

Female nonclient subjects showing high tolerance for ambiguity on a laboratory task were found to be lower on a validated scale of counseling readiness than low-tolerant females. Higher tolerance for ambiguity in female clients was associated with earlier departure from counseling and with less improvement. (Author)

Explores how findings from current cognitive styles research might enlighten reading process and reading instruction researchers. (FL)

Surveys the literature on learning style in an effort to help educators become more familiar with the concept. (FL)

Describes growing acknowledgment worldwide that educational services must train people and provide support systems for lifelong self-directed education. Outlines 10 basic elements of programs designed to teach self-education, including visualization, learning style, personal curriculum planning, risk experiences, and self-culture. (Author/BRR)

Examines visual cognitive processes having to do with perception, the assimilation of new information, and learning by analogy, and identifies instructional strategies to control each process. Discussion of relationships between visual learning and instruction includes implications for research and design. An extensive bibliography is provided.…

Research based on conceptual systems theory suggests that complex conceptual systems enable administrators to discern the complexities of organizational environments and to respond sensitively. Data from a study of 59 educational administration graduate students indicate that process-oriented theory coursework does affect students' conceptual…