A teacher reports on helpful advice she received from a colleague when she started teaching: to teach students in the cognitive mode in which they learn best (auditory, visual, kinesthetic, or tactile). (TE)

To determine whether or not cognitive tempo influences visual cue preferences in early readers, 65 kindergarten, first-grade, and second-grade children were tested on the Matching Familiar Figures (MFF) test and a cue selection nonsense trigram test. It was hypothesized that significant differences would be found in cue selection strategies of…

This exploratory study was conducted to interpret age and individual differences in 48 kindergarteners' and second graders' performance on a referential communication task in light of the Pascual-Leone Theory of Constructive Operations, a neo-Piagetian theory of cognitive development. Stimulus materials were black and white photographs of dogs,…

In a study of attending behavior during the crossover period (12-13 years), when preferences shift from auditory to visual stimuli, females switched their preferences significantly earlier than did males. Besides biological factors, these sex differenes were attributed to differential conditioning of attitudes, reinforcement, and discrimination…

Using 170 ninth-grade rural students, the study examined (1) whether modality preferences are a factor in student learning styles; (2) whether male and female students and students at different achievement levels expressed differing learning style preferences; and (3) how learning style characteristics relate to student self-concept and general…

According to Farrell and Kotrlik (2003), educators can become more effective teachers by assessing their students' preferred learning styles. This assessment can help in planning the curriculum and in selecting appropriate instructional methods. Thus, research is needed to determine if there is a link between students' learning styles and their…