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Jackson CJ and Lawty-Jones M (1996). Explaining the overlap between personality and learning style. Personality and Individual Differences, 20(3), 293–300. Jarlstrom M (2000). Personality preferences and career expectations of Finnish business students. Career Development International, 5(3), 144–154. Jaspers F (1994). Target group characteristics: are perceptual modality preferences relevant for instructional materials design? Educational and Training Technology International, 31(1), 11–18. Johnson J, Prior S and Artuso M (2000). Field dependence as a factor in second language communicative production. Language learning, 50(3), 529–567. Jonassen DH and Grabowski BL (1993). Handbook of individual differences, learning and instruction. Hillsdale, NJ: Lawrence Erlbaum. Joniak AJ and Isaksen SG (1988). The Gregorc Style Delineator: internal consistency and its relationship to Kirton’s adaptive-innovative distinction. Educational and Psychological Measurement, 48, 1043–1049. Jung CG (1968). Analytical psychology: its theory and practice – the Tavistock Lectures. New York: Random House. Kagan J (1966). Reflection-impulsivity: the generality and dynamics of conceptual tempo. Journal of Abnormal Psychology, 71, 17–24. Kagan J and Kogan N (1970). Individual variations in cognitive processes. In L Carmichael and PH Mussen (eds) Carmichael’s manual of child psychology, vol 1, 1273–1365. New York: Wiley. Kagan J and Krathwohl DR (1967). Studies in human interaction. East Lansung, MI: Michigan State University. Kaiser J (1998). Review of the Productivity Environmental Preferences Survey. In JC Impara and BS Blake (eds), The thirteenth mental measurements yearbook. Lincoln, NE: Buros Institute of Mental Measurements. Kampwirth TJ and Bates M (1980). Modality preference and teaching method: a review of the research. Academic Therapy, 15(5), 597–605. Katz N (1986). Construct validity of Kolb’s Learning Style Inventory, using factor analysis and Guttman’s smallest space analysis. Perceptual and Motor Skills, 63, 1323–1326. Katz N (1990). Problem solving and time: functions of learning style and teaching methods. The Occupational Therapy Journal of Research, 10(4), 221–236. Kavale KA and Forness SR (1987). Substance over style: assessing the efficacy of modality testing and teaching. Exceptional Children, 54(3), 228–239. Kavale KA and Forness SR (1990). Substance over style: a rejoinder to Dunn’s animadversions. Exceptional Children, 56(4), 357–361. Kelley LS (1990). Using 4MAT to improve staff development, curriculum assessment and planning. Educational Leadership, 48(2), 38–39. Kember D and Gow L (1990). Cultural specificity of approaches to study. British Journal of Educational Psychology, 60, 356–363. Kember D and Harper G (1987). Implications for instruction arising from the relationship between approaches to studying and academic outcomes. Instructional Science, 16, 35–46. Kirby P (1979). Cognitive styles, learning style and transfer skill acquisition. Information series No 195. Columbus, OH: Ohio State University. Kirton MJ (1976). Adapters and innovators: a description and measure. Journal of Applied Psychology, 61, 622–629. Klein C (1998). Learning styles: a literature review with special reference to low/under-achievers. Unpublished document. London: Qualifications and Curriculum Authority. Klein C and Swaby A (2003). Using a learning styles approach to improve learning, achievement and retention in further education. In S Armstrong, M Graff, C Lashley, E Peterson, S Raynor, E Sadler-Smith, M Schiering and D Spicer (eds) Bridging theory and practice. Proceedings of the Eighth Annual European Learning Styles Information Network Conference, University of Hull. Hull: University of Hull. Klein C, Swaby A, Richardson G and Leung C (2003a). Using a learning style approach to improve learning, achievement and retention in further education. Launch of the Learning Styles Toolkit. London: South Bank University. Klein C, Swaby A, Richardson G and Leung C (2003b). Using a learning styles approach to improve learning, achievement and retention in further education. Final project report. London: London Language and Literacy Unit/South Bank University. Knapp TR (1994). Review of the Learning Styles Inventory [Price Systems, Inc.]. In JC Impara and BS Blake (eds), The thirteenth mental measurements yearbook. Lincoln, NE: Buros Institute of Mental Measurements.
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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 177 and 178: Appendix 3 Glossary of terms LSRC r
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