Provides an introduction to cognitive, learning, and teaching styles and their educational use by describing two instruments used for cognitive style mapping the Oakland and Canfield approaches. (Author/GA)

The document contains information presented at a conference session on crucial learning strategies and approaches for Black preschool handicapped children by school personnel involved with the Natchitoches Parish, Louisiana, school system. Introductory information is provided on the following topics: speech and language remediation; parent…

The identification of students' learning styles and the subsequent correlation of them with teaching styles have important implications for curricula and instruction. The cognitive, affective, and physiological aspects of learning style are based on genetic structure and personality and are affected by the individual's developmental and…

Information is provided regarding major learning styles and other factors important to student learning. Several typically asked questions are presented regarding different learning styles (visual, auditory, tactile and kinesthetic, and multisensory learning), associated considerations, determining individuals' learning styles, and appropriate…

This document examines the differences of cognitive styles and how they pertain to student performance and effective teaching. Persons identified as "field-dependent" people are particularly attuned and differentially attend to the social dimensions of their environment. Due to this orientation, these persons appear to be more skillful at learning…

Cognitive style is a psychological construct concerning the manner in which individuals differ from one another in intellectual functioning. Researchers in the area have amassed evidence suggesting that cognitive style affects the way students learn, the way teachers teach, and the way students and teachers interact. Focusing on cognitive style…

A series of studies carried out in Aberdeen, Scotland and Lancaster England is used to illustrate changing interests in the area of personality and learning. The early studies looked for general relationships, adopting a psychometric approach. Recent work has been focused more on the process of learning, particularly in higher education, and on…

Sex Differences in the School discusses why teaching and learning must often be sex-differentiated. Both biological and cultural factors contribute to sex differences, and these differences help to characterize the preferences of girls and boys for different kinds of learning. Also, conclusive research findings document that girls and boys…

A major problem in using traditional assessment procedures lies in the use of theoretical and statistical assumptions for interpreting and measuring attention, memory, and verbal abilities, and attempting to relate these constructs to academic subjects. With respect to evaluating temperaments and learning styles, the present methods of…

This teaching manual is the fifth in a series designed for use in bilingual/bicultural programs. The purpose of the manual is to acquaint teachers with both field sensitive and field independent teaching strategies, and to help them adjust their teaching styles to the learning styles of their students. This objective is considered vitally…

Describes features of Harry Reinert's "ELSIE"; Joseph Hill's "Cognitive Style Interest Inventory"; Anthony Papalia's "Learning Modalities and Individual Difference Inventories"; David Hunt's "Paragraph Completion Method"; and the Dunn, Dunn, and Price "Learning Style Inventory." Although dissimilar in scope and emphases, these instruments…

Student and faculty perceptions of teaching styles, learning styles, and the use of various educational environments were compared at a small, highly selective liberal arts college. Student and faculty perceptions of the subject matter characteristics of academic departments and students' orientations to the subject matter of the departments were…

Using a total of 88 students from one- and two-year child career and development programs in the Wisconsin Vocational Technical and Adult Education System, a study was conducted to determine (1) to what extent the students were field independent (i.e., learner's cognitive style characterized as analytic; longer attention span, greater…