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Ehrhard BJ (2000). The effect of learning style self-knowledge on student academic achievement. Humanities and Social Sciences, 61(6-A), 2267. Ellis MC (1996). Field dependence-independence and the discrimination of musical parts. Perceptual and Motor Skills, 82(3), 947–954. Entwistle N (1978a). Identifying distinctive approaches to studying. Higher Education, 8, 365–380. Entwistle N (1978b). Knowledge structures and styles of learning: a summary of Pask’s recent research. British Journal of Educational Psychology, 48, 255–265. Entwistle N (1988). Styles of learning and teaching. London: David Fulton. Entwistle N (1990). Teaching and the quality of learning in higher education. In N Entwistle (ed.) Handbook of educational ideas and practices. London: Routledge. Entwistle N (1997). Contrasting perspectives on learning. In F Marton, DJ Hounsell and N Entwistle (eds) The Experience of Learning, 2nd ed. Edinburgh: Academic Press. Entwistle NJ (1998). Improving teaching through research on student learning. In JJF Forrest (ed.) University teaching: international perspectives. New York: Garland. Entwistle NJ (2002). Response to LSRC draft report on learning styles. Personal communication. Entwistle N, Hanley M and Hounsell D (1979). Identifying distinctive approaches to studying. Higher Education, 8, 365–380. Entwistle N and McCune V (2003). The conceptual basis of study strategy inventories in higher education. Educational Psychology Review (in press). Entwistle N, McCune V and Walker P (2001). Conceptions, styles and approaches within higher education: analytic abstractions and everyday experience. In RJ Sternberg and L-F Zhang (eds) Perspectives on thinking, learning and cognitive styles. Mahwah, New Jersey: Lawrence Erlbaum. Entwistle N and Peterson E (2003). Conceptions of learning and knowledge in higher education: relationships with study behaviour and influences of learning environments. Paper presented to Workshop on Powerful Learning Environments, Antwerp, May. Entwistle N, Tait H and McCune V (2000). Patterns of response to an approaches to studying inventory across contrasting groups and contexts. European Journal of the Psychology of Education, XV(1), 38. Entwistle N and Walker P (2000). Strategic alertness and expanded awareness within sophisticated conceptions of teaching. Instructional Science, 28, 335–362. Eraut M, Alderton J, Cole G and Senker P (1999). The impact of the manager on learning in the workplace. In F Coffield (ed.) Speaking truth to power: research and policy on lifelong learning 19–29. Bristol: Policy Press. Ewing NJ and Yong FL (1992). A comparative study of the learning style preference among gifted African-American, Mexican-American and American-born Chinese middle-grade students. Roeper Review, 14(3), 120–123. Eysenck H (1997). Can personality study ever be objective? In C Cooper and V Varma (eds) Processes in individual differences. London: Routledge. Eysenck H and Eysenck M (1985). Personality and individual differences. New York: Plenum. Eysenck HJ, Barrett P, Wilson G and Jackson CJ (1992). Primary trait measurement of the 21 components of the P-E-N system. European Journal of Psychological Assessment, 8, 109–117. FEDA (1995). Learning styles. London: Further Education Development Agency. Federico PA and Landis DB (1984). Cognitive styles, abilities and aptitudes: are they dependent or independent? Contemporary Educational Psychology, 9, 146–161. Felder RM (1993). Reaching the second tier: learning and teaching styles in college science education. College Science Teaching, 23(5), 286–290. Felder RM (1996). Matters of style. American Society of Electrical Engineers: Prism, 6(4), 18–23. Ferrell BG (1983). A factor analytic comparison of four learning styles instruments. Journal of Educational Psychology, 75(1), 33–39. Fielding M (1994). Valuing differences in teachers and learners: building on Kolb’s learning styles to develop a language of teaching and learning. The Curriculum Journal, 5(3). Fitzgerald D and Hattie JA (1983). An evaluation of the ‘Your style of learning and thinking’ inventory. British Journal of Educational Psychology, 53, 336–346. Flavell J (1979). Metacognition and cognitive monitoring: a new area of cognitive development enquiry. American Psychologist, 34, 906–911.
LSRC reference References page 152/153 Fleenor JW (2001). Review of the Myers-Briggs Type Indicator, Form M. In JC Impara and BS Blake (eds) The fourteenth mental measurements yearbook. Lincoln, NE: Buros Institute of Mental Measurement. Fogarty GJ and Taylor JA (1997). Learning styles among mature age students: some comments on the ASI-S. Higher Education Research and Development, 16, 321–330. Ford N (1985). Learning styles and strategies of postgraduate students. British Journal of Educational Technology, 16, 65–79. Ford N (1995). Levels and types of mediation in instructional systems: an individual differences approach. International Journal of Human-Computer Studies, 43, 241–259. Ford N and Chen SY (2001). Matching/mismatching revisited: an empirical study of learning and teaching styles. British Journal of Educational Technology, 32(1), 5–22. Forqurean JM, Meisgeier C and Swank P (1990). The link between learning style and Jungian psychological type: a finding of two bipolar preference dimensions. Journal of Experimental Education, 58(3), 225–237. Frank BM and Davis JK (1982). Effect of field-independence match or mismatch on a communication task. Journal of Educational Psychology, 74(1), 23–31. Freedman RD and Stumpf SA (1978). What can one learn from the Learning Style Inventory? Academy of Management Journal, 21(2), 275–282. Fuller A and Unwin L (2002). Developing pedagogies for the contemporary workplace. In K Evans, P Hodkinson and L Unwin (eds) Working to learn: transforming learning in the workplace, 95–111. London: Kogan Page. Fung YH, Ho ASP and Kwan KP (1993). Reliability and validity of the Learning Styles Questionnaire. British Journal of Educational Technology, 24, 12–21. Furnham A (1992). Personality and learning style: a study of three instruments. Personality and Individual Differences, 13(4). Furnham A (1995). The relationship of personality and intelligence to cognitive learning style and achievement. Thinking styles. In DH Saklofske and M Zeidner (eds.) International Handbook of Personality and Intelligence. New York: Plenum Press. Furnham A (1996a). The big five versus the big four: the relationship between the Myers-Briggs Type Indicator (MBTI) and NEO-PI Five-Factor Model of Personality. Personality and Individual Differences, 21(2), 303–307. Furnham A (1996b). The FIRO-B, the Learning Style Questionnaire, and the Five-Factor Model. Journal of Social Behaviour and Personality, 11(2), 285. Furnham A, Jackson CJ and Miller T (1999). Personality learning style and work performance. Personality and Individual Differences, 27, 1113–1122. Gadt-Johnson CD and Price GE (2000). Comparing students with high and low preferences for tactile learning. Education and Training, 120(3), 581–585. Gardner H (1983). Frames of mind, 1st ed. New York: Basic Books. Gardner H (1993). Frames of mind, 2nd ed. New York: Basic Books. Gardner RW and Long RI (1962). Cognitive controls of attention and inhibition: a study of individual consistencies. British Journal of Psychology, 53, 381–388. Garlinger DK and Frank BM (1986). Teacher-student cognitive style and academic achievement: a review and mini-meta-analysis. Journal of Classroom Interaction, 21(2), 2–8. Garner I (2000). Problems and inconsistencies with Kolb’s learning styles. Educational Psychology, 20(3), 341–348. Geiger MA and Pinto JK (1991). Changes in learning style preference during a three-year longitudinal study. Psychological Reports, 69, 755–762. Geiger MA and Pinto JK (1992). Changes in learning-style preferences: a reply to Ruble and Stout. Psychological Reports, 70, 1072–1074. Geller LM (1979). Reliability of the Learning Style Inventory. Psychological Reports, 44, 555–561. Geschwind N and Galaburda AM (1987). Cerebral lateralisation: biological mechanisms, associations and pathology. Cambridge, MA: MIT Press. Gevins A and Smith ME (2000). Neurophysiological measures of working memory and individual differences in cognitive ability and cognitive style. Cerebral Cortex, 5(10), 829–839. Girelli SA and Stake J (1993). Bipolarity in Jungian type theory and the Myers-Briggs Type Indicator. Journal of Personality Assessment, 60(2), 290–301. Glass A and Riding RJ (1999). EEG differences and cognitive style. Biological Psychology, 51(1), 23–41. Glicksohn J and Bozna M (2000). Developing a personality profile of the bomb-disposal expert: the role of sensation seeking and field dependence-independence. Personality and Individual Differences, 28(1), 85.
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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 141 and 142: Our recommendation in favour of inc
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Page 177 and 178: Appendix 3 Glossary of terms LSRC r
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