Reviews three alternative cognitive approaches for verbal comprehension. Discusses a theory of learning from context and cites empirical data to support the theory. Presents a componential framework for understanding verbal comprehension and suggests that the ability to acquire information from context is a key source of individual differences in…

The learning-style preferences of 95 public school teachers were assessed through the Barbe and Swassing Checklist of Observable Modality Strength Characteristics. For their own learning and teaching, teachers preferred the visual modality and least preferred the kinesthetic, suggesting that children may be aided or handicapped by teacher's…

Discusses the role of the tutorial as a teaching method suitable for developing a student's verbal skills of discussion, questioning, and group interaction, and describes a study which measured active student participation in tutorials. Strategies by which tutors can increase this participation are suggested. (EAO)

Results from Biology Cognitive Preference Inventory taken by grade 12 Jewish (N=406) and Arab (N=297) biology majors revealed similarities between cognitive preferences, achievement, and background variables. Reports that, in spite of substantial cultural and home differences, both groups became oriented toward principles/questioning rather than…

A learning preference scale was developed in Australia to determine whether teachers preferred cooperative, competitive, or individualized learning. The instrument was used with elementary school teachers and with secondary school teachers of humanities and mathematics or science. The effects of sex and subject area on learning preferences are…

Issues underlying current debate about language learning and teaching are discussed and categorized: views of language learning, views of language, program design, methodology, and psychological factors. It is suggested that educators are justifiably concerned with catering to students' varied needs, wants, and learning styles. (MSE)

Students and teachers experience the world primarily through visual, kinesthetic, or auditory representational systems. If teachers are aware of their own favored system and those of their students, classroom communication will improve. Neurolinguistic programing can help teachers become more effective communicators. (PP)

Four groups of 7- to 10-year-old girls (N=37), who were either (1) hyperactive, (2) reading disabled, (3) hyperactive and reading disabled, or (4) solely attention disordered, were contrasted with male counterparts on measures of intelligence, achievement, personality, and cognitive style. Among findings were significant sex differences across…

Hemispheric preferences of high and low ability, right-handed elementary school children (n=70) were investigated using the Your Style of Learning and Thinking instrument. Results showed a significant difference between the two groups on integrated responses, with the high ability group having a higher preference for integrated functioning…

The power of the teacher to change the educational environment, and to use the elements of learning atmosphere, methodology, resources, and criteria for evaluation are discussed. Teaching strategies that are truly learner-directed can circumvent the more insidious effects of an uncaring institutional structure. (MLW)

Four learning-style instruments, differing in form, length, language, and conceptualization of learning style, were administered to 471 high school and community college students. All four instruments measured behaviors outlined by one conceptualization in the literature to comprise learning style, but none of the instruments measured all types of…

R. S. Peters' conception of the ideal educated person is based on a male cognitive perspective and ignores women's needs. A gender-sensitive ideal is needed which acknowledges the values and traits women bring to society. (PP)

The relative influence of cooperative-competitive social orientation on school achievement for Anglo-American and Mexican-American children was assessed. The importance of competitiveness for Anglo-American children and the moderate relationship of other personality variables to achievement in both groups is shown. (Author/CM)

Three approaches to the study of learning styles are considered. The first approach assumes that a learning style can be identified by the learner himself. A second approach is based upon teacher observation of learners. A third approach goes beyond recognition of style to analyzing a learning task and identifying the appropriate cognitive style.…

Considers the effect of providing two different response modes, free response and a multiple choice format, on concrete-abstract performance. Suggests if task format plays a role in subject response, then it also enters into a person's score on some intelligence test measures. (Author)