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The Role of Cognitive Style in Teaching and Learning

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Bibliographic Details
Title: The Role of Cognitive Style in Teaching and Learning
Authors: Stone, Meredith Knight
Source: Journal of Teacher Education. Win 76 27(4):332-334.
Peer Reviewed: Y
Page Count: 3
Publication Date: 1976
Descriptors: Beginning Teachers, Cognitive Ability, Elementary School Teachers, Individual Differences, Information Processing, Learning, Student Behavior, Teacher Behavior, Teacher Characteristics, Teacher Evaluation
Abstract: In this study, findings consistently support the hypothesis that cognitive style has the most impact during initial learning. (MM)
Entry Date: 1977
Accession Number: EJ149054
Database: ERIC
FullText Text:
  Availability: 0
Header DbId: eric
DbLabel: ERIC
An: EJ149054
AccessLevel: 3
PubTypeId: unknown
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: The Role of Cognitive Style in Teaching and Learning
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Stone%2C+Meredith+Knight%22">Stone, Meredith Knight</searchLink>
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="SO" term="%22Journal+of+Teacher+Education%22"><i>Journal of Teacher Education</i></searchLink>. Win 76 27(4):332-334.
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 3
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 1976
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Beginning+Teachers%22">Beginning Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Cognitive+Ability%22">Cognitive Ability</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+School+Teachers%22">Elementary School Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Individual+Differences%22">Individual Differences</searchLink><br /><searchLink fieldCode="DE" term="%22Information+Processing%22">Information Processing</searchLink><br /><searchLink fieldCode="DE" term="%22Learning%22">Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Behavior%22">Student Behavior</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Behavior%22">Teacher Behavior</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Characteristics%22">Teacher Characteristics</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Evaluation%22">Teacher Evaluation</searchLink>
– Name: Abstract
  Label: Abstract
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  Data: In this study, findings consistently support the hypothesis that cognitive style has the most impact during initial learning. (MM)
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 1977
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ149054
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ149054
RecordInfo BibRecord:
  BibEntity:
    PhysicalDescription:
      Pagination:
        PageCount: 3
        StartPage: 332
    Subjects:
      – SubjectFull: Beginning Teachers
        Type: general
      – SubjectFull: Cognitive Ability
        Type: general
      – SubjectFull: Elementary School Teachers
        Type: general
      – SubjectFull: Individual Differences
        Type: general
      – SubjectFull: Information Processing
        Type: general
      – SubjectFull: Learning
        Type: general
      – SubjectFull: Student Behavior
        Type: general
      – SubjectFull: Teacher Behavior
        Type: general
      – SubjectFull: Teacher Characteristics
        Type: general
      – SubjectFull: Teacher Evaluation
        Type: general
    Titles:
      – TitleFull: The Role of Cognitive Style in Teaching and Learning
        Type: main
  BibRelationships:
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      – PersonEntity:
          Name:
            NameFull: Stone, Meredith Knight
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          Dates:
            – D: 01
              M: 01
              Type: published
              Y: 1976
          Numbering:
            – Type: volume
              Value: 27
            – Type: issue
              Value: 4
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