Recent advances in instructional knowledge, as well as their usefulness for fitting instructional strategies to individual students, are the subject of this four-chapter survey of research literature. Chapter 1 summarizes research on learning styles--the ways in which individuals perceive, analyze, interpret, and respond to learning situations. Examined in this chapter are cognitive styles, including data reception and concept formation and retention; affective styles, comprising attention, expectancy, and incentive styles; physiological styles, such as developmental and sex- and health-related differences; and practical considerations in the use of instruments to measure learning styles. Chapter 2 covers research on brain lateralization (the location of different functions in the brain's right or left hemispheres), the brain's building of models of reality, and brain growth stages. Learning time research is considered in chapter 3, which reviews findings about time on task and about variations among students in the time needed to master a subject. The final chapter looks at the administrative implications of recent research, noting first the problems with earlier attempts to individualize instruction and then discussing the implications of findings in the three areas of learning styles, brain development, and learning time. (RW)