learning-styles

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external validity a form of concurrent validity, in which a particular set of test scores is correlated with scores from another instrument which is supposed to measure the same construct extraversion the inclination to be involved with social and practical realities rather than with thoughts and feelings extrinsic motivation the desire to do something in order to obtain an external reward face validity support for an assessment tool based on common-sense judgement that the test items appear to measure what they are claimed to measure factor an underlying dimension or influence factor analysis a statistical technique which identifies underlying dimensions in a set of measures by finding groups of items which vary between individuals in similar ways factorial validity a form of construct validity in which the proposed constructs emerge as recognisable factors when datasets of item responses are factor analysed field dependence responding to structures in a holistic fashion field independence being able to see parts of a structure distinctly and objectively formative assessment evaluation carried out in the course of an activity in such a way that the information obtained is used to improve <strong>learning</strong> and/or instruction g (general intelligence) an general cognitive ability factor which, in addition to specific abilities and skills, contributes to performance on a wide range of tasks global not interested in detail: holistic haptic perceiving through physical contact heritability the degree to which something is inherited, expressed as a percentage heuristic rule-of-thumb strategy intended to increase the chances of solving a problem holistic perceiving a whole object or focusing on the organic nature of a system homeostatically so as to maintain a state of equilibrium inductive reasoning from particular facts to a general conclusion internal consistency (reliability) the degree to which the items in a test measure the same thing, measured by the average correlation between each item and the other items intrinsic motivation the desire to do something for the sake of the experience alone introversion the inclination to shrink from social contact and to be preoccupied with internal thoughts and feelings inventory detailed checklist ipsative scoring scoring an instrument with forced-choice items, resulting in scores which are not comparable across individuals, artificially created negative correlations and the invalidation of factor analysis item analysis a process for identifying good items in a scale, usually those which have at least a moderate positive correlation with the scale as a whole kinaesthetic perceiving through an awareness of body movements levelling tending to rapidly assimilate and oversimplify one’s perceptions (in Holzman and Klein’s theory) Likert scale a scale in which the user can express a degree of agreement and/or disagreement limbic system a group of interconnected mid-brain structures found in all mammals loading in factor analysis, a correlation coefficient between an item and a factor meta-analysis the process of synthesising a range of experimental results into a single estimate of effect size metacognition awareness and conscious use of the psychological processes involved in perception, memory, thinking and <strong>learning</strong>
LSRC reference Appendix 3 page 172/173 metaphysical dealing with highly abstract ideas about being and knowing which are not derived from the material world neuroticism state of, or tendency towards, nervous disorder orthogonal at right angles; meaning, in factor analysis, independent or uncorrelated parameter a factor that defines a system and determines (or limits) its performance paratelic activity-oriented and intrinsically motivated (in Apter’s reversal theory) Pearson r a measure of correlation, indicating the extent to which two measures co-vary (with 1.00 indicating a perfect correlation) pedagogy theoretical and procedural knowledge about teaching percentile a point on a scale below which a given percentage of a population will score perception interpreting and understanding information received through the senses phenomenology the study of human experience, based on the assumption that there is no reality other than human consciousness predictive validity the extent to which a set of scores predicts an expected outcome or criterion prosocial acting in support of others or to meet their expectations of good behaviour psychometric concerned with psychological measurement psychoticism a tendency towards a state of mind in which contact with reality is lost or is highly distorted quadrature construction of a square with the same area as that of another figure reliability the coherence (internal consistency) of a set of test items, or the stability (test–retest) of a set of test scores over time self-regulation the process of setting goals for oneself and then monitoring and evaluating progress serialist step-by-step: sequential (in Pask’s theory) sharpening tending to separate new perceptions and respond accurately to complexity (in Holzman and Klein’s theory) split-brain research studies of psychological function in patients who have had the largest bundle of fibres linking the two halves of the brain severed, in order to control or limit the effects of epileptic seizures summative assessment evaluation of performance carried out at the end of a piece of work tactile perceiving through the sense of touch taxonomy a principled classification of the elements of a domain telic goal-oriented and externally motivated (in Apter’s reversal theory) test–retest reliability the stability of test scores as indicated by retesting the same group and calculating a correlation coefficient using the two sets of scores trait a stable personal quality, inherited or acquired validity the quality of being well grounded in reality variance variability of scores in relation to their average (mean) value in relation
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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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