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Peer reviewedKatz, Noomi – Occupational Therapy Journal of Research, 1990
Forty U.S. and 70 Israeli occupational therapy students received lecture or group discussion treatments in groups based on active versus reflective learning styles. Matching reflective style with lectures and active style with discussion resulted in better problem-solving performance and shorter learning time. (SK)
Descriptors: Academic Achievement, Cognitive Style, Foreign Countries, Group Discussion
