الإخفاقات المعرفية وعلاقتها بأساليب التعلم لدى طلبة المرحلة الإعدادية
The world around is rich of a lot of the inspiring and stimulants which draw our attention in every moment of our conscience. Moreover the body of man itself is considered as a source of many stimulants which arise from the sensory organs and the internal apparatuses, besides the ideas and desires which arrive in mind. The man cannot pay attention to all these stimulants which he receives in each moment, but he chooses and selects the stimulants and the inspiring which interest him and achieve his needs and the requirements of his existence. As result there may be cognitive failure through the defect of one of the mental processes like dispersion of attention, the wrong feeling or irrational perception of facts which will lead to cognitive failure in one of the fields. Attention greatly affects the cognitive Failure as the process of attention includes the selecting of a stimulant among many, with the availability of the intention and determination in concentration and desire of attention to this stimulant except the state of the intentional compulsorily attention which doesn't require the motive or intention. It is possible to deal with the learning styles as a reason of the occurrence of the cognitive Failure of the students. Defining the nature of this relationship is considered as a study challenge for the researcher to determine this relation among the students of the secondary stage because of their important role in building the future the country, through the following objectives : 1) The level of cognitive failures of the students of the secondary stage. 2) The level of learning styles of the students of the secondary stage. 3) The differences of cognitive failures of the students of the secondary stage according to the variables of jander (male, female) and branch (literary, scientific). 4) The differences of learning styles of the students of the secondary stage according to the variables of jander (male, female) and branch (literary, scientific). 5) The relationship between the cognitive failures and the learning styles. 6) The differences in The relationship between the cognitive failures and the learning styles of the students of the secondary stage according to the variables of jander (male, female) and branch (literary, scientific). The research is limited to the students of the morning fifth secondary stage of its tow branch (literary, scientific) of (male, female) of the study year 2012-2013. In order to achieve the objectives of this present research, the researcher built the scale of (the cognitive failures) and adopted the scale of (the learning styles of Entwistle) and applying these scales on the research sample. After deriving the truthfulness, discrimination strength and stability of scales, the stability of the cognitive failures reached to 0.91 according to cronbach alfa, while stability the learning styles was between 0.78 – 0.82. After applying the tow tools of the research on the sample which includes 400 male and female students of the fifth secondary stage chosen by the method of the temporary random sample. The data were processed statistically by the use of (the computational average, the standard deviation, the T- test for one sample and tow independent samples and the coefficient of Berson's correlation). And after analyzing the data statistically, the following results have been conducted: 1) There are no cognitive failures of the students of the secondary stage. 2) There are no differences with statistical indication of the students of the secondary stage in cognitive failures in according to the variables of jander (male, female) and branch (literary, scientific), but the results show that the cognitive failures of the male students of the scientific branch were more than those of the female students. 3) There are no differences with statistical indication of the students of the secondary stage in learning styles (superficial) in according to the variables of jander (male, female) and branch (literary, scientific). 4) There are differences with statistical indication of the students of the secondary stage in learning styles(deep ) in according to the variables of jander (male, female) for the benefit of the female students and there no differences according to the branch (literary, scientific). 5) There are differences with statistical indication of the students of the secondary stage in learning styles (strategical) according to the variables of jander (male, female) for the benefit of the female students and the branch (literary, scientific) for the benefit of the literary one. 6) Ther are no relationship with statistical indication between the failures and the learning styles of the research sample cognitive. 7) There are no relationship between the cognitive failures and the learning styles according to the variables of jander (male, female) and branch (literary, scientific). (Published abstract)