The purpose of the study was to investigate the relationship between cognitive style and school learning of fifth-grade children. The findings indicate that cognitive style was differentially related to school learning for both boys and girls after variance attributed to verbal and nonverbal IQ was taken into consideration in the data analysis. The results suggest that the relationship between a particular style and a particular school-learning variable may be an important consideration prior to assigning children to differential instructional treatments or to instructing children in the use of a particular style.
Descriptive:Chair is to legs as lamp is to -.-.-.--a. furniture b. light c. hand *d. light bulb Relational: Key is to lock as saw is to a. keys *b. board c. tool d. teeth
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