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Abstract

This research investigated the effectiveness of disclosure of cognitive style map information on academic achievement in adult learners. Subjects were community college students (N = 61) enrolled in Human Anatomy. Experimental group subjects were administered the Albany Instrument and the cognitive style maps which resulted were disclosed to them. This entailed revealing and explaining the results with concomitant information about strategies that might be employed in subsequent learning. Control group subjects received a placebo disclosure treatment. Although the experimental group had a higher mean difference in academic achievement as measured by semester percentage grades, the difference was not statistically significant. Implications for adult education are discussed.

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Disclosure of Cognitive Style Information: Effects on Achievement of Adult Learners

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