For 20 dental students the relationships of field dependency, scores on the dental admissions test, grades in technique courses, and time and error scores on mirror-tracing tests were studied. Preliminary results indicate that study of the perceptual-cognitive styles of dental students may have utility in counseling and admissions. (Author/SJL)

The study tested the hypothesis that field dependence may be a significant cognitive variable when comparing Anglo, Central and South American, Mexican American, and Black adolescents from low socioeconomic backgrounds. Findings failed to differentiate these ethnic groups although significant differences were noted between sexes and certain…

Findings suggest memory deficits of educable mentally retarded (EMR) individuals cannot be completely attributed to a production deficiency involving failure to use spontaneously mnemonic strategies consistent with semantic organization. Normal and EMR individuals differ in verbal ability and achievement as well as in using plans to organize…

The relation between imagery-assisted prose recall and field independence was found to be significantly stronger than the relation between control recall and field independence for third graders, but not for kindergartners. (Author)

A study of the differences in cognitive learning styles used by students learning mathematics and English is presented and an attempt is made to determine if students do change their learning styles as they move from one subject area to another. (JMF)

The article examines the nature of performance deficits in exceptional learners as they relate to the ability to perform complex cognitive tasks. (PHR)

The article reviews cognitive training for modifying social behaviors among handicapped children. The use of self-evaluation/instruction strategies is explored including such areas as locus of control and generalization and maintenance of appropriate behaviors. (PHR)

Third grade students were identified as either fast/accurate or slow/accurate in response style on the Matching Familiar Figures Tests and Thurstone's Spatial Relations Test. The fast and slow students performed similarly on untimed tasks, as predicted. Contrary to expectations, they also scored similarly on timed tests. (Author/RD)

Right-handed sixth graders were administered the WISC Block Design and verbal and nonverbal versions of the Rod-and-Frame Test (RFT), measuring field dependence/independence. Results seemed to reflect a right hemisphere processing for the nonverbal RFT and a possible sex bias against girls in its traditional verbal administration. (Author/SJL)

Twelve fifth- and sixth-grade field-dependent and field-independent teachers were observed for 96 hours in regular elementary classrooms. Statistically significant differences were obtained from 8 out of 10 instructional behaviors observed between field-dependent and field-independent teachers. (Author/SJL)

Five pieces focus on task commitment in gifted students. A discussion on assessment of task commitment is followed by articles from the perspectives of kindergarten, elementary, and middle school teachers and a parent. (CL)

Recognizes the diversity of the student population and the need to identify the students' learning styles and to develop strategies to accommodate those styles. Suggests instruments instructors can use to assist in the identification of learning styles and steps administrators can take to increase learning options. (AYC)

After a brief reminder of the essentials of the Structure-of-Intellect model, this paper points out what this model can tell us about the nature of learning, the imbalances in education and intelligence testing, about procedures for fostering intellectual growth, and about other incidental educational problems. (Author)

Special certification for teachers of adolescent students is recommended both because of the uniqueness of these students and of the tasks their teachers perform. (JD)

Five studies investigated self-other differences in processing personal information. Undergraduate students rated self-referent or other-referent personal adjectives. (CM)