In a study designed to relate research on cognitive style to study technique effectiveness, a group of 129 college freshmen was given a test to assess the cognitive style of each. The 93 students who scored in the upper l/3 and in the lower l/3 of the distribution were classified as field independent and field dependent. These 93 students were…

Four series of self-instructional elementary multiplication lessons were developed and tested on first-, second-, and third-grade students. The series were: (1) deductive-concrete, (2) deductive-pictorial, (3) inductive-concrete, and (4) inductive-pictorial. Students were given pretests and posttests and a retention test on the objectives of the…

This paper provides background data regarding the need for individualized instruction and describes the training activities of the Teacher Renewal Center in Harlingen, Texas. The center provides teachers the opportunity to acquire a set of behavioral skills, which are a prerequisite to individualizing instruction, and serves as a model in training…

Suggests 11 dimensions of cognitive style which influence learning, and proposes a three-step instructional design plan to move beyond individual instruction to individualized instruction, so that differences in learners need not result in differences in learning. (Author/JEG)

The sensory modality of a task and the modality of a retroactive interfering activity were systematically covaried in order to test two models of intersensory functioning. Subjects were 40 ten-year-old boys and girls. (BD)

Presents students' drawings that resulted from a discussion of literary works and their illustrations. (RL)

This study investigated infants' differential responding to novel and familiar stimuli after familiarization in a different sensory modality. Results showed that infants gain information about the shape of objects from their oral experience with them and that this information can be transferred to the visual modality. (Author/JMB)

Development of the relation between skills of visual and auditory pattern classification was studied at the second grade, sixth grade, and adult age levels using visual and auditory representations of the same abstract information. Results showed evidence of common processing of pattern class structure for the modalities, patterns, prototypes, and…

Analysis of the performance of second-, fourth-, sixth-grade, and college-level subjects on picture-word interference tasks indicated that distractor words belonging to the same semantic category as pictures produced more interference than either unrelated words or nonsense trigrams. (Author/JMB)

Sixty-eight learning disabled and reading disabled junior high school students took part in one of two experiments, both using spatially organized and randomized illustrations in an effort to measure effects of the type of illustration on recall of verbally presented prose passages. Results are discussed in terms of instructional variables for…

Seventy-two 11-year-old students were tested on 32 dictated words containing two levels of both visual and phonemic complexity. Students were grouped within sexes on their extraversion scores on the Junior Eysenck Personality Inventory and quotients on the Raven's Matrices. Spelling performance was found to interact significantly with level of…

It has been shown that previously presented material, if auditory, is remembered better than visual. The present study investigated the role of modalities in a foreign language context, hypothesizing that visual modality is superior to that of an auditory one with regard to a text-based recognition test. Thirty-six intermediate male EFL students…

More than 10 years ago, when "Mapping Inner Space" was first published, a few teachers were using this creative technique and teaching it to their students. Today mapping is widely used in schools, universities, and the corporate world, as well. This second edition of the book explores a variety of mapping styles and also takes a fresh look at the…

Study examined the effects of the variables of list length and pronunciation instructions on performance in the verbal discrimination and two category classification tasks and found that the effects of these variables on the two tasks were quite comparable. (Author)