Present study investigated the relationship between science achievement level and cognitive styles using a categorization instrument developed by Kagan and Moss. (Author)

Cognitive preferences of 231 undergraduates in three institutions were studied using a test (CPT) providing nine subscores: three different preferences by three content areas. (Editor)

Tests a curriculum designed to teach fifth and sixth grade students system dynamics thinking, an orientation that is congruent with the fourth and fifth levels of Bloom's "Taxonomy of Educational Objectives: Cognitive Domain".

The present study was undertaken to determine which cognitive skills underlie successful performance on the CASS, a hierarchically-ordered test of inductive problem-solving. (Author)

Cognitive preference as used in this research refers to a conscious decision which the subjects were forced to make, thus suggesting a relative rather than an absolute preference as with cognitive style. It was predicted that the scores derived from the cognitive preference scale would serve as good indicators for the mode of instruction from…

This study examines the claim that cognitive preferences in science are no more than expressions of levels of cognitive operation as described by Bloom's Taxonomy. 667 twelfth grade students of chemistry and 989 twelfth grade biology students took a cognitive preference and an achievement test in their respective disciplines. The limitations of…

Examines possible relationships between the analytic/global dimension of cognitive style, as defined by Davis and Klausmeier (1970) and measured by the Children's Embedded Figures Test (CEFT), and two modes of instruction varying in the level of written guidance (Intermediate and Maximal) provided the learner. (Author/RK)

The purpose of this study was to determine what effect the learner's knowledge of a desired instructional outcome has on his acquisition of that goal. (Author)