The papers presented in this volume seek to illuminate relationships among the cognitive style of field dependence- independence and biological, psychological, and sociocultural aspects of human functioning across the life span. The book begins by addressing fundamental issues concerning the role of cognitive style in human development. The remainder of the text treats cognitive style in relation to biological, psychological, and sociocultural functioning. Also included is a summary of directions for future research.

This volume presents the most comprehensive, balanced, and up-to-date coverage of theory and research on cognitive, thinking, and learning styles, in a way that: * represents diverse theoretical perspectives; * includes solid empirical evidence testing the validity of these perspectives; and * shows the application of these perspectives to school situations, as well as situations involving other kinds of organizations. International representation is emphasized, with chapters from almost every major leader in the field of styles. Each chapter author has contributed serious theory and/or published empirical data--work that is primarily commercial or that implements the theories of others. The book's central premise is that cognitive, learning, and thinking styles are not abilities but rather preferences in the use of abilities. Traditionally, many psychologists and educators have believed that people's successes and failures are attributable mainly to individual differences in abilities. However, for the past few decades research on the roles of thinking, learning, and cognitive styles in performance within both academic and nonacademic settings has indicated that they account for individual differences in performance that go well beyond abilities. New theories better differentiate styles from abilities and make more contact with other psychological literatures; recent research, in many cases, is more careful and conclusive than are some of the older studies. Cognitive, learning, and thinking styles are of interest to educators because they predict academic performance in ways that go beyond abilities, and because taking styles into account can help teachers to improve both instruction and assessment and to show sensitivity to cultural and individual diversity among learners. They are also of interest in business, where instruments to assess styles are valuable in selecting and placing personnel. The state-of-the-art research and theory in this volume will be of particular interest to scholars and graduate students in cognitive and educational psychology, managers, and others concerned with intellectual styles as applied in educational, industrial, and corporate settings.

The papers presented in this volume seek to illuminate relationships among the cognitive style of field dependence- independence and biological, psychological, and sociocultural aspects of human functioning across the life span. The book begins by addressing fundamental issues concerning the role of cognitive style in human development. The remainder of the text treats cognitive style in relation to biological, psychological, and sociocultural functioning. Also included is a summary of directions for future research.

In this volume, different aspects of logics for dependence and independence are discussed, including both the logical and computational aspects of dependence logic, and also applications in a number of areas, such as statistics, social choice theory, databases, and computer security. The contributing authors represent leading experts in this relatively new field, each of whom was invited to write a chapter based on talks given at seminars held at the Schloss Dagstuhl Leibniz Center for Informatics in Wadern, Germany (in February 2013 and June 2015) and an Academy Colloquium at the Royal Netherlands Academy of Arts and Sciences (March 2014). Altogether, these chapters provide the most up-to-date look at this developing and highly interdisciplinary field and will be of interest to a broad group of logicians, mathematicians, statisticians, philosophers, and scientists. Topics covered include a comprehensive survey of many propositional, modal, and first-order variants of dependence logic; new results concerning expressive power of several variants of dependence logic with different sets of logical connectives and generalized dependence atoms; connections between inclusion logic and the least-fixed point logic; an overview of dependencies in databases by addressing the relationships between implication problems for fragments of statistical conditional independencies, embedded multivalued dependencies, and propositional logic; various Markovian models used to characterize dependencies and causality among variables in multivariate systems; applications of dependence logic in social choice theory; and an introduction to the theory of secret sharing, pointing out connections to dependence and independence logic.

A bold, brain-based teaching approach to culturally responsive instruction To close the achievement gap, diverse classrooms need a proven framework for optimizing student engagement. Culturally responsive instruction has shown promise, but many teachers have struggled with its implementation—until now. In this book, Zaretta Hammond draws on cutting-edge neuroscience research to offer an innovative approach for designing and implementing brain-compatible culturally responsive instruction. The book includes: Information on how one’s culture programs the brain to process data and affects learning relationships Ten “key moves” to build students’ learner operating systems and prepare them to become independent learners Prompts for action and valuable self-reflection

Written for teachers, trainers, and instructional designers -- anyone who is responsible for designing or preparing instruction -- this book begins with one basic premise: individual differences mediate learning at all levels and in all situations. That is, some learners find it easier or more difficult to learn some skills or to learn from certain forms of instruction because they vary in terms of aptitude, cognitive styles, personality, or learning styles. This volume describes most of the major differences in a readable and accessible way and demonstrates how to design various forms of instruction and predict the ease with which learners will acquire different skills. Most books that discuss any learner differences focus on those that characterize special education populations, whereas this book focuses on normal learners. Designed as a handbook, this volume is structured to provide easy and consistent access to information and answers, and prescriptions and hypotheses. When definitive answers are not possible because there is no research documentation, the authors suggest theories designed to stimulate future research.