Advanced Search

Journal Navigation

Journal Home

Subscriptions

Archive

Contact Us

Table of Contents

Click here to sign up for SAGE Journal Email Alerts today!

Sign In to gain access to subscriptions and/or personal tools.
Journal of Learning Disabilities
This Article
Right arrow Full Text (PDF)
Right arrow References
Right arrow Alert me when this article is cited
Right arrow Alert me if a correction is posted
Right arrow Citation Map
Services
Right arrow Email this article to a friend
Right arrow Similar articles in this journal
Right arrow Similar articles in PubMed
Right arrow Alert me to new issues of the journal
Right arrow Add to Saved Citations
Right arrow Download to citation manager
Right arrowRequest Permissions
Right arrow Request Reprints
Right arrow Add to My Marked Citations
Citing Articles
Right arrow Citing Articles via HighWire
Right arrow Citing Articles via Google Scholar
Right arrow Citing Articles via Scopus
Google Scholar
Right arrow Articles by Blackman, S.
Right arrow Articles by Goldstein, K. M.
Right arrow Search for Related Content
PubMed
Right arrow PubMed Citation
Right arrow Articles by Blackman, S.
Right arrow Articles by Goldstein, K. M.
Social Bookmarking
Add to CiteULike   Add to Connotea   Add to Del.icio.us   Add to Digg   Add to Reddit   Add to Technorati  
What's this?

Cognitive Styles and Learning Disabilities

Sheldon Blackman, PhD

Sheldon Blackman is the director of Research and Evaluation at St. Vincent's North Richmond Community Mental Health Center in Staten Island, New York. He received his PhD degree in clinical psych010gy from Ohio State University.

Kenneth M. Goldstein, PhD

Kenneth M. Gohhteb is director of Research and Progmm Development at Staten Island Children's Community Mental Health Center. He received his PhD degne in psychology from Princeton Uniwrsity. Requests jbr reprints should be addressed tb Dr. Blackman at St. Vincent's North Richmond Cornmunity Mental Health C-8, 355 Bard Aw., &:-en Island. NY ho31O;

Research is reviewed relating the cognitive style dimensions of field dependence and reflection-impulsivity to underachievement, process deficits (minimal brain dysfunction), and hyperactivity. In general, field independence and a reflective cognitive style are associated with better performance. The importance of modifying the learner's cognitive style and matching the learning environment to the learner's cognitive style also are examined.

Journal of Learning Disabilities, Vol. 15, No. 2, 106-115 (1982)
DOI: 10.1177/002221948201500211
Add to CiteULike CiteULike   Add to Connotea Connotea   Add to Del.icio.us Del.icio.us   Add to Digg Digg   Add to Reddit Reddit   Add to Technorati Technorati    What's this?


This article has been cited by other articles:


Home page
 J Learn DisabilHome page
K. A. Harrison and R. G. Romanczyk
Response Patterns of Children with Learning Disabilities: Is Impulsivity a Stable Response Style?
J Learn Disabil, April 1, 1991; 24(4): 252 - 255.
[Abstract] [PDF]

Home page
 J Learn DisabilHome page
J. W. Coplin and S. B. Morgan
Learning Disabilities: A Multidimensional Perspective
J Learn Disabil, December 1, 1988; 21(10): 614 - 622.
[Abstract] [PDF]

Home page
 J Learn DisabilHome page
J. Kolligian Jr. and R. J. Sternberg
Intelligence, Information Processing, and Specific Learning Disabilities: A Triarchic Synthesis
J Learn Disabil, January 1, 1987; 20(1): 8 - 17.
[Abstract] [PDF]

Home page
 J Learn DisabilHome page
J. Bayliss and P. J. Livesey
Cognitive Strategies of Children with Reading Disability and Normal Readers in Visual Sequential Memory
J Learn Disabil, June 1, 1985; 18(6): 326 - 332.
[Abstract] [PDF]