The purpose of the study was to investigate the relationship between cognitive style and school learning among fifth-grade children. The findings indicated that cognitive styles are differentially related to school learning outcomes for both boys and girls after verbal and nonverbal intelligence have been taken into consideration. The results…

The results of this study support earlier contentions that standardized intellectual ability and school achievement tests are quite heterogeneous with respect to cognitive style requirements. The findings indicate, however, that additional variance was accounted for by cognitive style measures beyond that of verbal and nonverbal IQ relation to…

The purposes of this study were to investigate (1) the consistency among fifth-grade children in conceptual style across different conceptual style instruments and (2) the generalizability of conceptual style behavior to school related tasks when stability and instability of children's conceptual style were taken into consideration. Children…

This study investigates the preference and ability components of cognitive style as measured by a verbal test for fifth-grade children. Performances from an intellectual ability test, a pictorial cognitive style test, and school achievement tests were included as construct validity variables. The results supported conclusions drawn by Robinson and…