learning-styles

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Author(s) McCarthy Measure 4MAT Key terms/descriptors innovative – analytic – common-sense – dynamic Date introduced 1987 McKenney and Keen Model of cognitive style perceptive/receptive – systematic/intuitive 1974 Meredith focus/scan 1981 Messick analytic/non-analytic conceptualising 1976 Miller Personality typology: cognitive, affective, conative analyst/holist – emotional stability/instability – objective-subjective 1991 Myers-Briggs Myers-Briggs Type Indicator (MBTI) perceiving/judging – sensing/intuition – thinking/feeling – extraversion/introversion 1962 Paivio Individual Difference Questionnaire (IDQ) imagery (dual coding) 1971 Pask serialist/holist 1976 Pettigrew Scale of cognitive style category width (broad/narrow) 1958 Pintrich, Smith, Garcia and McCeachie Motivated Strategies for Learning Questionnaire goal orientation (intrinsic/extrinsic) – expectancy – anxiety – cognitive strategies (rehearsal, selection, organisation, elaboration, metacognition, surface processing, critical thinking, original thinking) – resource management 1991 Reinert Edmonds Learning Style Identification Exercise (ELSIE) types of perception: visual – verbal – aural – emotional 1976 Renzulli-Smith Learning Style Inventory teaching <strong>styles</strong> and <strong>learning</strong> contexts 1978 Rezler-Rezmovic Learning Preference Inventory abstract/concrete – individual/interpersonal – teacher structure/student structure 1981 Richardson Verbaliser Visualiser Questionnaire (after Paivio) verbaliser/visualiser 1977 Riding Cognitive Styles Analysis (CSA) holist/analytic – verbaliser/imager 1991 Schmeck et al. Inventory of Learning Processes deep processing – shallow processing – elaborative processing – serial processing – holistic processing 1977 Sheehan Shortened Betts Inventory imagery 1967 Sternberg Thinking Styles functions – forms – levels – scopes – meanings 1998 Tamir-Cohen Cognitive Preference Inventory modes – recall principles – questioning applications 1980 Torrance Style of Learning and Thinking creative thinking 1990 Vermunt Inventory of Learning Styles (ILS) meaning-directed – application-directed – reproduction-directed – undirected 1996 Walters Psychological Inventory of Criminal Thinking Styles confusion – defensiveness – mollification – cut-off – entitlement – power orientation – sentimentality – superoptimism – cognitive indolence – discontinuity 1995
LSRC reference Appendix 1 page 168/169 Author(s Weinstein, Zimmerman and Palmer Measure Learning and Study Strategies Inventory Key terms/descriptors cognitive processing – motivation – metacognitive regulation Date introduced 1988 Whetton and Cameron Cognitive Style Questionnaire (CSQ) [based on McKenney and Keen] gathering: perceptive/receptive evaluating: systematic/intuitive responding: active/reflective 1984 Wierstra Witkin Group Embedded Figures Test (GEFT) field dependence/independence 1962 Zimmerman and Martinez- Pons Self-Regulated Learning Interview Schedule (SRLIS) 14 strategies 1986
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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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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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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
Page 143 and 144: As for the research evidence in fav
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Page 151 and 152: The comparative neglect of knowledg
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