Learning stylesFrom Wikipedia, the free encyclopedia

Learning styles are various approaches or ways of learning.[1] They involve educating methods, particular toan individual, that are presumed to allow that individual to learn best. Most people prefer an identifiable methodof interacting with, taking in, and processing stimuli or information. Based on this concept, the idea of

individualized "learning styles" originated in the 1970s, and acquired "enormous popularity".[2]

Proponents say that teachers should assess the learning styles of their students and adapt their classroom

methods to best fit each student's learning style, which is called the 'meshing hypothesis.[3][4]

The alleged basis and efficacy for these proposals has been extensively criticized. Although children and adultsexpress personal preferences, there is no evidence that identifying a student's learning style produces betteroutcomes, and there is significant evidence that the widespread "meshing hypothesis" (that a student will learn

best if taught in a method deemed appropriate for the student's learning style) is invalid.[2] Well-designed studies

"flatly contradict the popular meshing hypothesis".[2]. However, this research does not mean that individuals donot have learning preferences, or that they will not learn better if the teaching technique does not take account ofthese techniques, and teaching methods that provide preferential treatment to one group in the classroom is likelyto produce significantly sub-optimal results.

Contents

1 Models

1.1 David Kolb's model

1.2 Honey and Mumford’s model

1.3 Anthony Gregorc's model1.4 Sudbury model of democratic education

1.5 Fleming's VAK/VARK model

1.6 Other models

1.7 A more recent evidence based model of learning

2 Assessment Methods

2.1 Learning Style Inventory

2.2 Other methods

3 Criticism

3.1 The critique made by Coffield, et al.

3.1.1 Coffield's critique of Gregorc's Style Delineator

3.2 The critique regarding Kolb's model

3.3 Other critiques

3.4 The 2009 APS Critique

4 Applications: Learning styles in the classroom

5 See also

6 References

7 External links

Models

David Kolb's model

The David A. Kolb styles model is based on the Experiential Learning Theory, as explained in his book

Experiential Learning: Experience as the source of learning and development (1984).[5] The ELT modeloutlines two related approaches toward grasping experience: Concrete Experience and AbstractConceptualization, as well as two related approaches toward transforming experience: ReflectiveObservation and Active Experimentation. According to Kolb’s model, the ideal learning process engages allfour of these modes in response to situational demands. In order for learning to be effective, all four of theseapproaches must be incorporated. As individuals attempt to use all four approaches, however, they tend todevelop strengths in one experience-grasping approach and one experience-transforming approach. Theresulting learning styles are combinations of the individual’s preferred approaches. These learning styles are asfollows:

1. Converger;2. Diverger;

3. Assimilator;

4. Accommodator;.[6]

Convergers are characterized by abstract conceptualization and active experimentation. They are good at

making practical applications of ideas and using deductive reasoning to solve problems.[6]

Divergers tend toward concrete experience and reflective observation. They are imaginative and are good at

coming up with ideas and seeing things from different perspectives.[6]

Assimilators are characterized by abstract conceptualization and reflective observation. They are capable of

creating theoretical models by means of inductive reasoning.[6]

Accommodators use concrete experience and active experimentation. They are good at actively engaging with

the world and actually doing things instead of merely reading about and studying them.[6]

Kolb’s model gave rise to the Learning Style Inventory, an assessment method used to determine an individual'slearning style. An individual may exhibit a preference for one of the four styles – Accommodating, Converging,Diverging and Assimilating – depending on their approach to learning via the experiential learning theory

model.[5]

Honey and Mumford’s model

In the mid 1970’s Peter Honey and Alan Mumford adapted David Kolb’s model for use with a population ofmiddle/senior managers in business. They published their version of the model in The Manual of Learning

Styles (1982)[7] and Using Your Learning Styles (1983).[8]

Two adaptations were made to Kolb’s experiential model. Firstly, the stages in the cycle were renamed toaccord with managerial experiences of decision making/problem solving. The Honey & Mumford stages are:

1. Having an experience2. Reviewing the experience

3. Concluding from the experience4. Planning the next steps.

Secondly, the styles were directly aligned to the stages in the cycle and named Activist, Reflector, Theoristand Pragmatist. These are assumed to be acquired preferences that are adaptable, either at will or throughchanged circumstances, rather than being fixed personality characteristics. The Honey & Mumford Learning

Styles Questionnaire (LSQ)[9] is a self-development tool and differs from Kolb’s Learning Style inventory byinviting managers to complete a checklist of work-related behaviours without directly asking managers how theylearn. Having completed the self-assessment, managers are encouraged to focus on strengthening underutilisedstyles in order to become better equipped to learn from a wide range of everyday experiences.

A MORI survey commissioned by [The Campaign for Learning][1] (http://www.campaign-for-learning.org.uk) in 1999 found the Honey & Mumford LSQ to be the most widely used system for assessingpreferred learning styles in the local government sector in the UK.

Anthony Gregorc's model

Dennis W. Mills, Ph.D., discusses the work of Anthony F. Gregorc and Kathleen A. Butler in his article entitled“Applying What We Know: Student Learning Styles”. Gregorc and Butler worked to organize a model

describing how the mind works.[10] This model is based on the existence of perceptions—our evaluation of theworld by means of an approach that makes sense to us. These perceptions in turn are the foundation of ourspecific learning strengths, or learning styles.

In this model, there are two perceptual qualities 1) concrete and 2) abstract; and two ordering abilities 1)

random and 2) sequential.[10]

Concrete perceptions involve registering information through the five senses, while abstract perceptions involvethe understanding of ideas, qualities, and concepts which cannot be seen.

In regard to the two ordering abilities, sequential involves the organization of information in a linear, logical way

and random involves the organization of information in chunks and in no specific order.[10]

Both of the perceptual qualities and both of the ordering abilities are present in each individual, but somequalities and ordering abilities are more dominant within certain individuals.

There are four combinations of perceptual qualities and ordering abilities based on dominance: 1) ConcreteSequential; 2) Abstract Random; 3) Abstract Sequential; 4) Concrete Random. Individuals with differentcombinations learn in different ways—they have different strengths, different things make sense to them, different

things are difficult for them, and they ask different questions throughout the learning process.[10]

Sudbury model of democratic education

Some critics (Mazza) of today's schools, of the concept of learning disabilities, of special education, and ofresponse to intervention, take the position that every child has a different learning style and pace and that eachchild is unique, not only capable of learning but also capable of succeeding.

Sudbury Model democratic schools assert that there are many ways to study and learn. They argue that learning

is a process you do, not a process that is done to you. That is true of everyone; it's basic.[11] The experience ofSudbury model democratic schools shows that there are many ways to learn without the intervention ofteaching, to say, without the intervention of a teacher being imperative. In the case of reading for instance in theSudbury model democratic schools, some children learn from being read to, memorizing the stories and thenultimately reading them. Others learn from cereal boxes, others from games instructions, others from street signs.Some teach themselves letter sounds, others syllables, others whole words. Sudbury model democratic schoolsadduce that in their schools no one child has ever been forced, pushed, urged, cajoled, or bribed into learning

how to read or write; and they have had no dyslexia. None of their graduates are real or functional illiterates,and no one who meets their older students could ever guess the age at which they first learned to read or

write.[12] In a similar form students learn all the subjects, techniques, and skills in these schools.

Describing current instructional methods as homogenization and lockstep standardization, alternative approachesare proposed, such as the Sudbury Model of Democratic Education schools, an alternative approach inwhich children, by enjoying personal freedom thus encouraged to exercise personal responsibility for theiractions, learn at their own pace and style rather than following a compulsory and chronologically-based

curriculum.[13][14][15][16] Proponents of unschooling have also claimed that children raised in this method learn attheir own pace and style, and do not suffer from learning disabilities.

Gerald Coles asserts that there are partisan agendas behind the educational policy-makers and that the scientificresearch that they use to support their arguments regarding the teaching of literacy are flawed. These include the

idea that there are neurological explanations for learning disabilities.[17]

Fleming's VAK/VARK model

One of the most common and widely-used[18] categorizations of the various types of learning styles is Fleming'sVARK model (sometimes VAK) which expanded upon earlier Neuro-linguistic programming (VARK)

models[19]:

1. visual learners;

2. auditory learners;

3. read/write learners;

4. kinesthetic learners or tactile learners.[1]

Fleming claimed that visual learners have a preference for seeing (think in pictures; visual aids such as overheadslides, diagrams, handouts, etc.). Auditory learners best learn through listening (lectures, discussions, tapes,etc.). Tactile/kinesthetic learners prefer to learn via experience—moving, touching, and doing (active explorationof the world; science projects; experiments, etc.). Its use in pedagogy allows teachers to prepare classes thataddress each of these areas. Students can also use the model to identify their preferred learning style andmaximize their educational experience by focusing on what benefits them the most.

Other models

Aiming to explain why aptitude tests, school grades, and classroom performance often fail to identify real ability,Robert J. Sternberg listed various cognitive dimensions in his book Thinking Styles (1997). Several othermodels are also often used when researching learning styles. This includes the Myers Briggs Type Indicator(MBTI) and the DISC assessment.

A more recent evidence based model of learning

Chris J Jackson (http://www2.orgmanagement.unsw.edu.au/nps/servlet/portalservice?GI_ID=System.LoggedOutInheritableArea&maxWnd=_AcademicStaff_ChrisJackson) 's neuropsychologicalhybrid model of learning in personality argues Sensation Seeking provides a core biological drive of curiosity,learning and exploration. A high drive to explore leads to dysfunctional learning consequences unless cognitionssuch as goal orientation, conscientiousness, deep learning and emotional intelligence re-express it in morecomplex ways to achieve functional outcomes such as high work performance. The model aims to explain manyforms of functional behaviour (such as entrepreneurial activity, work performance, educational success) as wellas dysfunctional behaviour (such as delinquency and anti-social behaviour). The wide applicability of the modeland its strong grounding in the academic literature suggests that this evidence based model of learning has much

and its strong grounding in the academic literature suggests that this evidence based model of learning has much

potential. Latest research is summarized here.[20] Evidence for this model is allegedly

impressive.[21][22][23][24][25][26] Siadaty and Taghiyareh (2007)[27] report that training based on ConscientiousAchievement increases performance but that training based on Sensation Seeking does not. These resultsstrongly support Jackson's model since the model proposes that Conscientious Achievement will respond tointervention whereas Sensation Seeking (with its biological basis) will not. Jackson's papers can be downloadedhere (http://www.cymeon.com/publications/defaultlsp.asp) .

Assessment Methods

Learning Style Inventory

The Learning Style Inventory (LSI) is connected with Kolb’s model and is used to determine a student’s

learning style.[3] The LSI assesses an individual’s preferences and needs regarding the learning process. It doesthe following: (1) allows students to designate how they like to learn and indicates how consistent theirresponses are, (2) provides computerized results which show the student’s preferred learning style, (3) providesa foundation upon which teachers can build in interacting with students, (4) provides possible strategies foraccommodating learning styles, (5) provides for student involvement in the learning process; 6) provides a class

summary so students with similar learning styles can be grouped together.[3]

Other methods

Other methods (usually questionnaires) used to identify learning styles include Fleming's VARK Learning StyleTest, Jackson's Learning Styles Profiler (LSP), and the NLP meta programs based iWAM questionnaire. Manyother tests have gathered popularity and various levels of credibility among students and teachers.

Criticism

Learning-style theories have been criticized by many.

Some psychologists and neuroscientists have questioned the scientific basis for and the theories on which theyare based. According to Susan Greenfield the practice is "nonsense" from a neuroscientific point of view:"Humans have evolved to build a picture of the world through our senses working in unison, exploiting the

immense interconnectivity that exists in the brain."[28]

Many educational psychologists believe that there is little evidence for the efficacy of most learning style models,

and furthermore, that the models often rest on dubious theoretical grounds.[29] According to Stahl,[30] there hasbeen an "utter failure to find that assessing children's learning styles and matching to instructional methods hasany effect on their learning." Guy Claxton has questioned the extent that learning styles such as VARK are

helpful, particularly as they can have a tendency to label children and therefore restrict learning.[31]

The critique made by Coffield, et al.

A non-peer-reviewed literature review by authors from the University of Newcastle upon Tyne identified 71

different theories of learning style.[32] This report, published in 2004, criticized most of the main instruments usedto identify an individual's learning style. In conducting the review, Coffield and his colleagues selected 13 of themost influential models for closer study, including most of the models cited on this page. They examined thetheoretical origins and terms of each model and the instrument that was purported to assess types of learningstyle defined by the model. They analyzed the claims made by the author(s), external studies of these claims andindependent empirical evidence of the relationship between the 'learning style' identified by the instrument and

students' actual learning. Coffield's team found that none of the most popular learning style theories had beenadequately validated through independent research, leading to the conclusion that the idea of a learning cycle,the consistency of visual, auditory and kinesthetic preferences and the value of matching teaching and learningstyles were all "highly questionable."

One of the most widely-known theories assessed by Coffield's team was the learning styles model of Dunn and

Dunn, a VAK model.[33] This model is widely used in schools in the United States, and 177 articles have been

published in peer-reviewed journals referring to this model.[32] The conclusion of Coffield et al. was as follows:

Despite a large and evolving research programme, forceful claims made for impact arequestionable because of limitations in many of the supporting studies and the lack of

independent research on the model.[32]

Coffield's critique of Gregorc's Style Delineator

Coffield's team claimed that another model, Gregorc's Style Delineator (GSD), was "theoretically andpsychometrically flawed" and "not suitable for the assessment of individuals."

The critique regarding Kolb's model

Mark K. Smith compiled and reviewed some critiques of Kolb’s model in his article, “David A. Kolb onExperiential Learning”. According to Smith’s research, there are six key issues regarding the model. They are asfollows: 1) the model doesn’t adequately address the process of reflection; 2) the claims it makes about the fourlearning styles are extravagant; 3) it doesn’t sufficiently address the fact of different cultural conditions andexperiences; 4) the idea of stages/steps doesn’t necessarily match reality; 5) it has only weak empirical

evidence; 6) the relationship between learning processes and knowledge is more complex than Kolb draws it.[6]

Other critiques

Coffield and his colleagues and Mark Smith are not alone in their judgements. Demos, a UK think tank,published a report on learning styles prepared by a group chaired by David Hargreaves that included UshaGoswami from Cambridge University and David Wood from the University of Nottingham. The Demos reportsaid that the evidence for learning styles was "highly variable", and that practitioners were "not by any means

frank about the evidence for their work."[34]

Cautioning against interpreting neuropsychological research as supporting the applicability of learning styletheory, John Geake, Professor of Education at the UK's Oxford Brookes University, and a researchcollaborator with Oxford University's Centre for Functional Magnetic Resonance Imaging of the Brain,commented that

We need to take extreme care when moving from the lab to the classroom. We do remember

things visually and aurally, but information isn't defined by how it was received.[35]

The 2009 APS Critique

The Association for Psychological Science (APS) commissions panels of leading psychologists and cognitivescientists to evaluate topics of public interest, and publishes their reports in Psychological Science in the PublicInterest. As one commentator described it, the journal “has an interesting premise. The editor recruits three orfour top researchers to review the scientific literature on a complex topic of public import. The researchers must

be knowledgeable, but not directly involved in prior research on the topic, so that they will be impartial.”[36]

In late 2009, Psychological Science in the Public Interest published a report on the scientific validity of learning

styles practices (Pashler et al., 2009[2]). The panel was chaired by Hal Pashler (University of California, SanDiego); the other members were Mark McDaniel (Washington University), Doug Rohrer (University of SouthFlorida), and Robert Bjork (University of California, Los Angeles). The panel concluded that an adequateevaluation of the learning styles hypothesis – the idea that optimal learning demands that students receiveinstruction tailored to their learning styles – requires a particular kind of study. Specifically, students should begrouped into the learning style categories that are being evaluated (e.g., visual learners vs. verbal learners), andthen students in each group must be randomly assigned to one of the learning methods (e.g., visual learning orverbal learning), so that some students will be “matched” and others will be “mismatched.” At the end of theexperiment, all students must sit for the same test. If the learning style hypothesis is correct, then, for example,visual learners should learn better with the visual method, whereas auditory learners should learn better with

auditory method. Notably, other authors have reached the same conclusion (e.g., Massa & Mayer, 2006[37]).

As disclosed in the report, the panel found that studies utilizing this essential research design were virtuallyabsent from the learning styles literature. In fact, the panel was able to find only a few studies with this researchdesign, and all but one of these studies were negative findings - that is, they found that the same learning methodwas superior for all kinds of students (e.g., Massa & Mayer, 2006).

Furthermore, the panel noted that, even if the requisite finding were obtained, the benefits would need to belarge, and not just statistically significant, before learning style interventions could be recommended as cost-effective. That is, the cost of evaluating and classifying students by their learning style, and then providingcustomized instruction would need to be more beneficial than other interventions (e.g., one-on-one tutoring, afterschool remediation programs, etc.).

As a consequence, the panel concluded, “at present, there is no adequate evidence base to justify incorporatinglearning styles assessments into general educational practice. Thus, limited education resources would better bedevoted to adopting other educational practices that have strong evidence base, of which there are an increasing

number.”[2]

The article incited critical comments from some defenders of learning styles. The Chronicle of Higher Educationreported that Robert Sternberg from Tufts University spoke out against the paper: “Several of the most-cited

researchers on learning styles, Mr. Sternberg points out, do not appear in the paper's bibliography.”[38] Thischarge was also discussed by Science Magazine, which reported that Pashler said, “Just so…most of [the

evidence] is ‘weak.’"[39]

Applications: Learning styles in the classroom

Various researchers have attempted to provide ways in which learning style theory can take effect in theclassroom. Two such scholars are Dr. Rita Dunn and Dr. Kenneth Dunn.

In their book, Teaching Students Through Their Individual Learning Styles: A Practical Approach, they give abackground of how learners are affected by elements of the classroom and follow it with recommendations ofhow to accommodate students’ learning strengths. Dunn and Dunn write that “learners are affected by their: (1)immediate environment (sound, light, temperature, and design); (2) own emotionality (motivation, persistence,responsibility, and need for structure or flexibility); (3) sociological needs (self, pair, peers, team, adult, or

varied); and (4) physical needs (perceptual strengths, intake, time, and mobility) ”.[3]

They analyze other research and make the claim that not only can students identify their preferred learning styles,but that students also score higher on tests, have better attitudes, and are more efficient if they are taught in waysto which they can more easily relate. Therefore, it is to the educator’s advantage to teach and test students in

their preferred styles.[3]

Although learning styles will inevitably differ among students in the classroom, Dunn and Dunn say that teachersshould try to make changes in their classroom that will be beneficial to every learning style. Some of thesechanges include room redesign, the development of small-group techniques, and the development of Contract

Activity Packages.[3] Redesigning the classroom involves locating dividers that can be used to arrange the roomcreatively (such as having different learning stations and instructional areas), clearing the floor area, and

incorporating student thoughts and ideas into the design of the classroom.[3]

Small-group techniques often include a “circle of knowledge” in which students sit in a circle and discuss a

subject collaboratively as well as other techniques such as team learning and brainstorming.[3] Contract ActivityPackages are educational plans that facilitate learning by using the following elements: 1) clear statement of whatthe students needs to learn; 2) multisensory resources (auditory, visual, tactile, kinesthetic) that teach therequired information; 3) activities through which the newly-mastered information can be used creatively; 4) thesharing of creative projects within small groups of classmates; 5) at least 3 small-group techniques; 6) a pre-test,

a self-test, and a post-test.[3]

Another scholar who believes that learning styles should have an effect on the classroom is Marilee Sprenger, asevidenced by her book, Differentiation through Learning Styles and Memory.

Sprenger bases her recommendations for classroom learning on three premises: 1) Teachers can be learners,and learners can be teachers. We are all both. 2) Everyone can learn under the right circumstances. 3) Learning

is fun! Make it appealing.[4]

She details various ways in which teachers can teach so that students will remember. She categorizes theseteaching methods according to which learning style they fit—visual, auditory, or tactile/kinesthetic.

Methods for visual learners include ensuring that students can see words written down, using pictures whendescribing things, drawing time lines for events in history, writing assignments on the board, using overhead

transparencies/handouts, and writing down instructions.[4]

Methods for auditory learners include repeating difficult words and concepts aloud, incorporating small-groupdiscussion, organizing debates, listening to books on tape, writing oral reports, and encouraging oral

interpretation.[4]

Methods for tactile/kinesthetic learners include providing hands-on activities (experiments, etc.), assigningprojects, having frequent breaks to allow movement, using visual aids and objects in the lesson, using role play,

and having field trips.[4]

By using a variety of teaching methods from each of these categories, teachers are able to accommodatedifferent learning styles. They are also able to challenge students to learn in different ways. Just as Kolbsuggested that students who use all 4 approaches of his learning cycle learn more effectively, students who are

able to learn through a variety of ways are more effective learners.[citation needed]

Research evaluating the high, intermediate, and moderate levels of teacher-centered versus learner-centeredlearning styles have found the congruent groups have no significant differences in achievement than incongruentgroups (Spoon & Schell, 1998). Furthermore, learning style was significantly different on demographicvariables, specifically age, suggesting a change in learning style as one gets older and acquires more experience.While significant age differences did occur, as well as no experimental manipulation of classroom assignment, thefindings do call into question the aim of congruent teaching-learning styles in the classroom.

See also

Theory of multiple intelligences

Big Five personality traits

Cognitive styles

Constructivism (learning theory)Education

Educational psychology

Educational psychology for teachers

Forer effect

Individual differences psychology

Learning

MetacognitionMontessori method

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Psychological Science in the Public Interest 9: 105–119.

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19. ^ Thomas F. Hawk, Amit J. Shah (2007) "Using Learning Style Instruments to Enhance Student Learning"Decision Sciences Journal of Innovative Education doi:10.1111/j.1540-4609.2007.00125.x(http://dx.doi.org/10.1111%2Fj.1540-4609.2007.00125.x)

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workplace. 8th IOP Conference, Conference Proceedings, Manly, Sydney, Australia, 25–28 June 2009 pp 75-79.

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31. ^ "Guy Claxton speaking on What's The Point of School?" (http://www.dystalk.com/talks/49-whats-the-point-of-school) . dystalk.com. http://www.dystalk.com/talks/49-whats-the-point-of-school. Retrieved 2009-04-23.

32. ̂a b c Coffield, F., Moseley, D., Hall, E., Ecclestone, K. (2004). Learning styles and pedagogy in post-16learning. A systematic and critical review (http://www.lsda.org.uk/files/PDF/1543.pdf) . London: Learning andSkills Research Centre.

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36. ^ Willingham, Daniel. Willingham: No evidence exists for learning style theories. Retrieved on February 24,2010, from http://voices.washingtonpost.com/answer-sheet/daniel-willingham/-my-guest-today-is.html

37. ^ Massa, L. J.; Mayer, R. E. (2006). "Testing the ATI hypothesis: Should multimedia instruction accommodate

verbalizer-visualizer cognitive style?". Learning and Individual Differences 16: 321–336.doi:10.1016/j.lindif.2006.10.001 (http://dx.doi.org/10.1016%2Fj.lindif.2006.10.001) .

38. ^ Glenn, David. Matching Teaching Style to Learning Style May Not Help Students. Retrieved on February 24,2010, from http://chronicle.com/article/Matching-Teaching-Style-to/49497/

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Spoon J.C., & Schell, J.W. (1998). Aligning student learning styles with instructor teaching styles. Journal ofIndustrial Teacher Education, 35, 41-56.

External links

Kolb Learning Style Inventory

(http://www.haygroup.com/tl/Questionnaires_Workbooks/Kolb_Learning_Style_Inventory.aspx)

Honey and Mumford Learning Styles Questionnaire (http://www.peterhoney.com/)

Jackson's hybrid model of learning in personality (http://www.cymeon.com/lss2.asp)

Learning Styles Programs and Strategies by Michael Choy (http://www.activeintelligence.net/)

Introduction to learning styles by Ann Harris, Ferl, Becta (http://ferl.becta.org.uk/display.cfm?

printable=1&resID=7543)

NC State University (Online Test) (http://www.engr.ncsu.edu/learningstyles/ilsweb.html)Reaching the second tier learning and teaching styles in college science education

(http://www.ncsu.edu/felder-public/Papers/Secondtier.html)

Learning styles and strategies - Richard M. Felder (http://www.ncsu.edu/felder-public/ILSdir/styles.htm)

University of Minnesota resources on learning styles

(http://www.d.umn.edu/student/loon/acad/strat/lrnsty.html)

Myers-Briggs and learning styles (http://www2.gsu.edu/~dschjb/wwwmbti.html)

Tutorial on learning styles (http://nwlink.com/~donclark/hrd/styles.html)Indiana State University learning styles site

(http://www.indstate.edu/cirt/id/pedagogies/styles/learning.html)

Paragon learning styles inventory (http://www.oswego.edu/Acad_Dept/s_of_educ/curr/plsi/)

James Madison University learning styles site (http://falcon.jmu.edu/~ramseyil/learningstyles.htm)

University of South Dakota learning styles resources (http://www.usd.edu/trio/tut/ts/style.html)

Clemson University presentation on Cognitive Profile for learning styles

(http://dcit.clemson.edu/resources/breeze/cognitive_profile)A collection of learning style typologies (http://paei.wikidot.com/subject-index-of-paei-models) is

available as part of the Structure of Concern (http://paei.wikidot.com/) project.

Retrieved from "http://en.wikipedia.org/wiki/Learning_styles"Categories: Learning theory (education) | Educational psychology | Attention-deficit hyperactivity disorder |Alternative therapies for developmental and learning disabilities

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