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Curry L (1991). Patterns of learning style across selected medical specialities. Educational Psychology, 11(3 and 4), 247–277. Daniels H (2001). Vygotsky and pedagogy. London: RoutledgeFalmer. Davies MF (1993). Field-dependence and hindsight bias: output interference in the generation of reasons. Journal of Research in Personality, 27(3), 222–237. De Bello TC (1990). Comparison of eleven major learning styles models: variables, appropriate populations, validity of instrumentation, and the research behind them. Reading, Writing, and Learning Disabilities, 6, 203–222. De Ciantis SM and Kirton MJ (1996). A psychometric re-examination of Kolb’s experiential learning cycle construct: a separation of level, style and process. Educational and Psychological Measurement, 56, 809–820. De Gregoris CN (1986). Reading comprehension and the interaction of individual sound preferences and varied auditory distractions. Doctoral dissertation, Hofstra University. Delahoussaye M (2002). Is it time to let learning styles come in? Training and Development, May, 28–36. Della Valle J, Dunn K, Dunn R, Geisert G, Sinatra R and Zenhausern R (1986). The effects of matching and mismatching students’ mobility preferences on recognition and memory tasks. Journal of Educational Research and Extension, 79(5), 267–272. Demetriou A and Kazi S (2001). Unity and modularity in the mind and self. London: Routledge. Desmedt E and Valcke M (2003). Learning style awareness: why would it work? In S Armstrong, M Graff, C Lashley, E Peterson, S Raynor, E Sadler-Smith, M Schiering and D Spicer (eds) Bridging theory and practice, 139–150. Proceedings of the Eighth Annual European Learning Styles Information Network Conference, University of Hull. Hull: University of Hull. Desmedt E, Valcke M, Carrette L and Derese A (2003). Comparing the learning styles of medicine and pedagogical sciences students. In S Armstrong, M Graff, C Lashley, E Peterson, S Raynor, E Sadler-Smith, M Schiering and D Spicer (eds) Bridging theory and practice, 133–138. Proceedings of the Eighth Annual European Learning Styles Information Network Conference, University of Hull. Hull: University of Hull. Deverensky JL (1978). Modal preferences and strengths: implications for reading research. Journal of Reading Behaviour, 10(1), 7–23. De Vito AJ (1985). Review of Myers-Briggs Type Indicator. In JV Mitchell (ed.) The Ninth Mental Measurements Yearbook. Lincoln, Nebraska: University of Nebraska. Dewey J (1897). My pedagogical creed. The School Journal, IV(3), 44–59. Dewey J (1916). Democracy and education: an introduction to the philosophy of education. New York: Macmillan. Diseth A (2001). Validation of a Norwegian version of the Approaches and Study Skills Inventory for Students (ASSIST): application of structural equation modelling. Scandinavian Journal of Educational Research, 45(4), 381–394. Diseth A (2002). The relationship between intelligence, approaches to learning and academic achievement. Scandinavian Journal of Educational Research, 46(2), 219–230. Di Tiberio JK (1996). Education, learning styles and cognitive styles. In AL Hammer (ed.) MBTI applications: a decade of research on the Myers-Briggs Type Indicator. Palo Alto, CA: Consulting Psychologists Press. Drummond RJ and Stoddard AH (1992). Learning style and personality type. Perceptual and Motor Skills, 75, 99–104. Drysdale MTB, Ross JL and Schulz RA (2001). Cognitive learning styles and academic performance in 19 first-year university courses: successful students versus students at risk. Journal of Education for Students Placed at Risk, 6(3), 271–289. Duff A (1997). A note on the reliability and validity of a 30-item version of Entwistle & Tait’s Revised Approaches to Studying Inventory. British Journal of Educational Psychology, 67, 529–539. Duff A (2001). Psychometric methods in accounting education: a review, some comments and implications for accounting education researchers. Accounting Education, 10(4), 383–401. Duff A (2002). Approaches to learning: factor invariance across gender. Personality and Individual Differences, 33, 997–1010. Duff A and Duffy T (2002). Psychometric properties of Honey & Mumford’s Learning Styles Questionnaire (LSQ). Personality and Individual Differences, 33,147–163. Dunn R (1983). Learning style and its relationship to exceptionality at both ends of the spectrum. Exceptional Children, 49(6), 496–506.
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LSRC reference Learning styles and
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LSRC reference Learning styles and
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LSRC reference Contents 1 9 13 37 4
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LSRC reference Figures and tables L
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LSRC reference Acknowledgements The
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Section 1 A systematic review of le
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LSRC reference Section 1 page 2/3 E
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LSRC reference Section 1 page 4/5 T
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LSRC reference Section 1 page 6/7 T
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Figure 3 Vermunt’s model of learn
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We devised this classificatory syst
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The popular appeal of the notion th
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Figure 5 Gregorc’s four-channel l
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From the evidence available, we con
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Table 1 Gregorc’s Mind Styles Mod
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Table 2 Variables and factors in th
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The measures Over 25 years, Dunn an
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Table 4 Percentages of respondents
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The BES instrument has elements for
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Shwery (1994) also questioned aspec
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However, the notion of ‘gifted’
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Second, the model encourages teache
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Table 6 Dunn and Dunn’s model and
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The most influential member of the
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Table 9 Studies of the interaction
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Riding and Rayner (1998) do not def
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Implications for pedagogy Riding (2
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Section 5 Stable personality type L
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LSRC reference Section 5 page 48/49
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Section 6 Flexibly stable learning
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Section 7 Learning approaches and s
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Page 127 and 128: Section 8 Implications for pedagogy
Page 141 and 142: Our recommendation in favour of inc
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Page 147 and 148: Table 44 13 learning-styles models
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Page 177 and 178: Appendix 3 Glossary of terms LSRC r
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