ABSTRACT
Cognitive style, a psychological construct, characterizes individual differences in styles of perceiving, remembering, thinking and judging. Originally published in 1990, this volume explores important findings emerging from contemporary research on cognitive style in young children and the implications for classroom practice at the time. Suggestions are provided for using knowledge of cognitive style in classroom settings to match learning tasks to cognitive style and to develop cognitive flexibility. Educators can use knowledge of young children’s and teachers’ cognitive styles to improve the quality of education and educational opportunities for all children.
TABLE OF CONTENTS
part I|58 pages
Background Information
part II|90 pages
Implications of Cognitive Processes for Classroom Procedures
part III|66 pages
Implications of Cognitive Style on Diverse Populations
part IV|12 pages
Summary