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

466JAN LONEY 2 = Less overt, less serious, less frequent, or less chronic than number 1, or with some guilt. Humorous "smarting off" with teachers would fall here, as would evasion of rules and regulations. 3 = No information; controls are not an issue. 4 = Relaxed and easy controls; relatively obedient and conforming. 5 = Controlled and conscientious to the point of being inhibited. A model child, "too good to be true."SELF-ESTEEM 1 = Extremely low self-esteem, self-pity, self-blame. Doesn't feel worthwhile, believes that whatever goes wrong is his fault, feels he can't do anything right.2 = Less obvious, severe, or less chronic than number 1, or with some humor. Very humble, but can admit that he has redeeming minor good features. Can be "picked up" by attempts to praise and reassure. = No information; self-esteem is not a particular issue. 4 = Relaxed and easy acceptance of self, including faults. Self-assured, self confident, likes himself. 5 = Accepts self to the point of being obnoxious. Insensitive, self-centered, egotistical. Feels he is perfect.

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