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Loo R (1999). Confirmatory factor analyses of Kolb’s Learning Style Inventory (LSI-1985). British Journal of Educational Psychology, 69(2), 213–219. Loomis M and Singer J (1980). Testing the bipolar assumption in Jung’s typology. Journal of Analytical Psychology, 25, 351–356. Lovelace MK (2003). A meta-analysis of experimental research studies based on the Dunn and Dunn learning styles model. In R Dunn and S Griggs (eds) Synthesis of the Dunn and Dunn learning styles model research: who, what, when, where and so what – the Dunn and Dunn learning styles model and its theoretical cornerstone, 217–224. New York: St John’s University. Lundstrom KV and Martin RE (1986). Matching college instruction to student learning style. College Student Journal, 20, 270–274. Luria AR (1996). Human brain and psychological processes. New York: Harper and Row. Luster T and McAdoo H (1996). Family and child influences on educational attainment: a secondary analysis of the High/Scope Perry Pre-school data. Developmental Psychology, 32(1), 26–39. MacLean PD (1952). Some psychiatric implications of physiological studies on frontotemporal portion of limbic system (visceral brain). Electroencephalography and Clinical Neurophysiology, 4, 407–418. Mainemelis C, Boyatzis RE and Kolb DA (2002). Learning styles and adaptive flexibility: testing experiential learning theory. Management Learning, 33(1), 5–33. Mangino C and Griggs S (2003). Learning styles in higher education. In R Dunn and S Griggs (eds) Synthesis of the Dunn and Dunn learning styles model research: who, what, when, where and so what – the Dunn and Dunn learning styles model and its theoretical cornerstone. New York: St John’s University. Marshall JC and Merritt SL (1986). Reliability and construct validity of the Learning Style Questionnaire. Educational and Psychological Measurement, 46(1), 257–262. Martin D (1994). Whole brain teaching and learning. Training and Development, August, 11–13. Martin D (2003). Profile patterns from local UK Ned Herrmann Group database. Personal communication. Marton F and Säljö R (1976). On qualitative differences in learning: 1 – outcome and process. British Journal of Educational Psychology, 46, 4–11. Marzano R J (1998). A theory-based meta-analysis of research on instruction. Aurora, CO: Mid-continent Regional Educational Laboratory. Massarro DW and Ferguson E (1993). Cognitive style and perception: the relationship between category width and speech perception, categorization and discrimination. American Journal of Psychology, 106(1), 25–40. Mastrangelo PM (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 Measurements. McCarthy B (1990). Using the 4MAT System to bring learning styles to schools. Educational Leadership, 48(2), 31–37. McCarthy B, St Germain C and Lippitt L (2001). Synopsis of the 4MAT research guide. Available via www.aboutlearning.com McCrae RR and Costa PT (1987). Validation of the Five-Factor Model of Personality across instruments and observers. Journal of Personality and Social Psychology, 49, 710–721. McCrae RR and Costa PT (1989). Reinterpreting the Myers-Briggs Type Indicator from the perspective of the Five-Factor Model of Personality. Journal of Personality, 57(1), 17–37. McCune V and Entwistle N (2000). The deep approach to learning: analytic abstraction and idiosyncratic development. Paper presented at the Higher Education Conference, Helsinki, Finland, 30 August to 2 September. McIntyre RP and Meloche MS (1995). Cognitive style and customer orientation. Journal of Business and Psychology, 10(1), 75–86. McNeal GH and Dwyer F (1999). Effect of learning style on consistent and inconsistently designed instruction. International Journal of Instructional Media, 26(3), 337–347. McNair S and Parry G (2003). Learning together: age mixing in further education colleges. London: Learning and Skills Research Centre. Meredith GM (1981). Focus scan learning strategy correlates of students’ appraisal of instruction. Perceptual and Motor Skills, 53, 620. Meredith GM (1985). Transmitter-facilitator teaching style and focus-scan learning style in higher education. Perceptual and Motor Skills, 61, 545–546.
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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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