This paper reviews many of the observed characteristics and study habits of first-year students in Iowa State University's electrical engineering programme (Ames, Iowa, USA). The studying and problem-solving practices of the students are discussed to identify salient traits, strengths and weaknesses, and critical symptoms thereof, which can affect…

"Deep" approaches to learning, as defined by Biggs (1987) and others, would generally mean that a student is interested in the academic task, searches for meaning in the task, personalizes the task, integrates aspects of the task into a whole, sees relationships between this whole and previous knowledge, and tries to theorize about the…

Two thousand students from 66 academic departments in six contrasting disciplines from British colleges completed an "approaches to studying" inventory and a course perceptions questionnaire. The implications of these findings are discussed in relation to ways in which the organization of teaching and courses may affect students'…

Two studies are reported which investigate sex, faculty, and age (academic year) differences in the study methods of students at an Australian university. The young students, the male students, and the students enrolled in science-based faculties appeared to be most in need of study methods counseling. (Author/SJL)

The relationship between students' study processes and the structural complexity of their learning is examined. Study processes are viewed in terms of three dimensions and are assessed by a questionnaire. Learning quality is expressed in levels of a taxonomy. A study that relates taxonomic levels and retention to study processes is reported.…

Research on the application of descriptions of student learning to normal methods of studying is discussed, and a study is reported that examines student learning in actual working situations. It is concluded that learning styles and strategies apply to students in particular situations rather than to individual students per se. (Author/JMD)

Describes cognitive style in terms of field dependence-independence, and five tests of cognitive style for young children. Discusses the relationship between cognitive style and academic achievement in young children. (RJC)

Comparison of 224 Pennsylvania secondary agricultural education students with a national sample showed that (1) the Pennsylvania students' cognitive skills were less developed; (2) their preferred responses to information were auditory and emotive; (3) small group and hands-on were preferred environments; and (4) they were less likely to prefer…

This paper outlines recommended test-taking strategies for the self-sufficient learner based on research in cognitive psychology. The theoretical model used is the information-processing approach involving the three essential steps of paying attention, encoding, and framing associative linkages for the new material. Preparing for examinations is…

This checklist, designed to help elementary school teachers assess why a student is unable to complete a classroom assignment, lists criteria grouped under physical, academic, perceptual, behavioral, and motor factors. Compensatory actions such as adapting the classroom environment or referring the student for further evaluation are suggested. (CB)

Discusses a survey asking parents of 85 4th- through 6th-grade students to describe how their child learns best, based on emotional, sociological, physiological, and environmental elements of the Dunns' Learning Style Inventory. Statistical analysis found no significant correlations between parental perceptions of a child's learning style and the…

Develops an empirical typology of students' spontaneous study strategies based on verbal reports from United States college students. Describes in detail the typical tactics used by the six types of studiers. Finds no significant differences among the six types in the amount of information recalled immediately from the text. (RS)

A study examined learning through the eyes of 20 high-achieving female secondary students. Learning and success in school was described as the result of taking an active stance toward the material and understanding their own style preferences, including an inclination for learning within contexts and a tendency to study alone. (Author/CR)

Examined the effects of traditional versus learning-style-responsive study strategies on eighth graders' mathematics achievement, frequency of studying, and attitudes. Found that students applying learning-style-responsive strategies had significantly higher mathematics achievement and attitude scores than students using traditional strategies. No…

A survey of teachers in an elementary school building and a literature review indicated that the causes of the lack of individualizing student learning were related to class size, poor leadership, teacher training, and poorly developed learning style instruments. A practicum was designed for classroom teachers to recognize differential learning…