This study was designed to answer two questions: (1) Can cognitive strategies to increase testwiseness be taught? and (2) Can such strategies be generalized? Strategies presented were: length of option, middle range, similarity or oppositeness, and deduction. The answer to the first question was affirmative, and the second a qualified…

A prototype cognitive neuroscience/learning style preservice teacher education program was designed and experimentally implemented at The Ohio State University. The program is described and results of two followup studies are summarized. (MT)

In two experiments, college student pairs who were given a systematic strategy for learning cooperatively from a text were compared with pairs who created their own strategies and with individuals who used the systematic or their own strategy. The cooperative learning strategy facilitated both initial learning and transfer. (Author/GDC)

This book offers teachers a toolbox for discovering the innate strengths and talents and the unique learning styles of each student. Drawing from Howard Gardner's work on multiple intelligences, the book offers more than a dozen activities specifically tailored to each of the eight multiple intelligences: verbal/linguistic, mathematical/logical,…

With the large numbers of African American children who are not successful in school, more attention needs to be devoted to developing methods and processes by which they can effectively learn, achieve, and be empowered. The performance statistics for African American students in public schools are alarming. Their suspension rates are high, and 20…

Three aspects of the learning strategies model are discussed: its philosophy (that intervention should be based on principles of cognitive psychology and learning); its major components (including identification, decision making, and cooperative planning); and its application to a 15-year-old LD student. (CL)

Describes some learning tools that are being used in college classrooms to accommodate various learning styles. They include amplification systems, video systems, and whiteboards. (EV)

Explored theoretically incongruent learning patterns among subgroups of students. Students completed the Inventory of Learning Styles in the first and third trimesters. Learning patterns in the third trimester were far more dissonant than in the first trimester. (EV)

This study tried to take into account problems related to researching learning dissonance by applying qualitative research methods and carefully considering the criteria by which coherence or dissonance are diagnosed. Found very clear differences among students' study orchestrations in terms of coherence and dissonance; the orchestrations varied…

Most research indicating dissonant forms of student learning engagement, leading to problems in the achievement of learning outcomes, is with undergraduates. Action research at Anglia Polytechnic University involving questionnaires, focus groups, and supervisory dialogues, conducted with Israeli and British postgraduate students between 1998 and…

Examines the relationship between cross-sectional measures of referential style and measures based on the first 50 words in 12 first-born children. Because no relationship was found, it is argued that age-defined cross-sectional measures confound strategy differences in early language development with variation resulting from differences in…

Encouraging learning-disabled adolescents to find their own successful style of learning requires: (1) breaking down preconceptions about education; (2) breaking down preconceptions about self; and (3) reinforcing such principles as individual responsibility for choices. (DB)

Describes a study at the University of Leiden (Netherlands) that investigated whether students with different learning styles used different study strategies in a hypertext reading environment, the role of strategy regulation in strategy use, the consistency of strategy use over two different reading tasks, and use of the Inventory of Learning…

Study compared the effectiveness of mental imagery (MI) and visual illustrations (VI) on learning a specific subject. College students received either text alone or text plus VI and/or MI. MI was important for learning and information processing and VI for achievement on multiple-choice and drawing recall tests. (SM)

Outlines a new personality typology that provides a coherent system for construing and conducting research on learning styles. Discusses analytic, holistic, objective, and subjective styles as the affect versatility. Presents implications for educational goals, such as determining which students can benefit from stylistic versatility and which…