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Showing 916 to 930 of 961 results Save | Export
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Sadler-Smith, Eugene – Educational Psychology, 1997
Summarizes the results of a study of 245 university undergraduates and describes the range of individual differences in cognitive style within that sample. Identifies four broad categories: (1) cognitive personality elements, (2) information processing style, (3) approaches to studying, and (4) instructional preferences. Discusses the differences…
Descriptors: Cognitive Psychology, Cognitive Restructuring, Cognitive Style, Educational Psychology
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Jones, Anne Elizabeth – Educational Psychology, 1997
Considers the theoretical validity of two approaches to cognitive style. Wholist-Analytic maintains that cognitive processes depend on the interaction of two opposing forces, destructive and constructive. Reflection-Impulsivity characterizes learners according to their reflective or impulsive responses to solution hypotheses. Evaluates these…
Descriptors: Cognitive Psychology, Cognitive Restructuring, Cognitive Style, Conceptual Tempo
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Severiens, Sabine; ten Dam, Geert – Educational Psychology, 1997
Summarizes the results of a study of 432 adult secondary students. The study examined the relationship between learning style, gender identity of the student, the subject taught, and the gender of the teacher. Multivariate techniques reveal gender identity to be the most significant factor in learning style differences. (MJP)
Descriptors: Adult Education, Cognitive Psychology, Cognitive Restructuring, Cognitive Style
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Loo, Robert – Educational Psychology, 1997
Criticizes the use of test-retest correlations, differences between means, and other group effects in studies attempting to evaluate the relative stability of learning styles. Examines the use of the "Learning Style Inventory" and the "Learning Style Questionnaire." Recommends that researchers directly analyze the stability and…
Descriptors: Cognitive Psychology, Cognitive Style, Educational Psychology, Educational Research
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Jans, Veronique; Leclercq, Dieudonne – Educational Psychology, 1997
Identifies metacognitive realism as the accurate assessment by a learner of their knowledge on a subject. Considers whether realism in metacognition is a stable trait, and possible influences. Briefly reviews the literature and experimental evidence and concludes that metacognitive realism is both style and strategy. (MJP)
Descriptors: Cognitive Psychology, Cognitive Restructuring, Cognitive Style, Educational Psychology
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Milne, Sue; Cook, Jean; Shiu, Edward; McFadyen, Angus – Educational Psychology, 1997
Reports on the development of a composite learner model for adaptive tutoring systems that combines a model of learner attributes with a simple overlay model of the learner's domain knowledge state. The system is able to select the optimal form of learning material to be presented for the subject. (MJP)
Descriptors: Cognitive Psychology, Cognitive Restructuring, Cognitive Style, Computer Uses in Education
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Veronica, M.; Lawrence, M. – Educational Psychology, 1997
Uses the "Learning Styles Questionnaire" (LSQ) with secondary school teachers to identify four preferred learning styles among: activist, reflector, theorist, and pragmatist. Discusses these preferences in light of teachers' values, positions, and subject specialization. Considers the role these preferences could play in secondary…
Descriptors: Classroom Techniques, Cognitive Psychology, Cognitive Style, Educational Psychology
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Albaili, Mohamed A. – Educational Psychology, 1997
Reports on a study of 168 undergraduate students at the United Arab Emirates University. Used the "Learning and Study Strategies Inventory" to examine the differences between low-, average-, and high-achieving students. Discovered that motivation was the most powerful discriminating factor separating the students. Includes sample…
Descriptors: Academic Achievement, Cognitive Development, Cognitive Psychology, Cognitive Style
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Riding, Richard J.; Watts, Mary – Educational Psychology, 1997
Reports on a study of 90 15- to 16-year-old female pupils who were asked to select their preferred format of a single-sheet handout on study skills that was offered in three modes: unstructured-verbal, structured-verbal, and structured-pictorial. Discusses the findings in terms of practical implications for instruction. (MJP)
Descriptors: Cognitive Psychology, Cognitive Style, Educational Psychology, Females
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Hayes, John; Allinson, Christopher W. – Educational Psychology, 1997
Reviews the research on the interaction effect of learning style, learning style orientation, and the educational environment on learning outcomes. Considers how the findings from educational research can inform training and development practice. Discusses the lack of reliable measures of cognitive style that can be easily administered to…
Descriptors: Adult Education, Cognitive Psychology, Cognitive Style, Education Work Relationship
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Russell, Andrew J. – Educational Psychology, 1997
Reports on a study of 257 London Train Operators who viewed a short Computer-based Training Module (CBT), completed a Cognitive Styles Analysis, and then performed related tasks. Multivariate analysis revealed the influence on learning performance of age, cognitive style, and attitude to technology. Includes tables, graphs, and statistical…
Descriptors: Adult Education, Age Differences, Cognitive Psychology, Cognitive Style
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Armstrong, Steven; Allinson, Christopher W.; Hayes, John – Educational Psychology, 1997
Describes an innovative program of supervision that uses qualitative methods to match a student with a thesis supervisor. The program uses cognitive styles analysis to match students and supervisors whereas the supervision process focuses more on the student's research than the particular subject matter. Includes tabular and statistical data. (MJP)
Descriptors: Cognitive Psychology, Cognitive Style, Education Work Relationship, Educational Psychology
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Riding, Richard J.; Glass, Alan; Butler, Stuart R.; Pleydell-Pearce, Christopher W. – Educational Psychology, 1997
Describes an experiment where 15 adults received a computer presented "Cognitive Styles Analysis" to assess their positions on two cognitive style dimensions: Wholist-Analytic and Verbal-Imagery. The subjects then completed word association and identification tasks while their electroencephalograph readings were monitored. The readings…
Descriptors: Adult Education, Associative Learning, Cognitive Psychology, Cognitive Style
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Tan, Roger; Leach, David J. – Educational Psychology, 1996
Utilizes a time-series plus control group design to compare the relative effects of a teacher sending home positive, negative, or a combination of the two types of letters for disruptive students. Results showed the negative letter to be most effective in increasing on-task behavior. (MJP)
Descriptors: Behavior Change, Behavior Problems, Change Agents, Classroom Communication
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Carter, Mark; Kemp, Coral R. – Educational Psychology, 1996
Offers a classification system for strategies used in task analysis (the identification of all the things that must be done to satisfactorily complete an activity) and applies these strategies to special education. Presents guidelines for selecting an appropriate form of task analysis. (MJP)
Descriptors: Cognitive Processes, Content Analysis, Elementary Secondary Education, Foreign Countries
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