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Section 2 Introduction to Sections 3–7 LSRC reference page 8/9 This report reviews the most influential and potentially influential models and instruments of learning styles and their accompanying literatures with a particular focus on validity, reliability and practical application. The main models chosen for detailed study are as follows: Allinson and Hayes’ Cognitive Styles Index (CSI) Apter’s Motivational Style Profile (MSP) Dunn and Dunn model and instruments of learning styles Entwistle’s Approaches and Study Skills Inventory for Students (ASSIST) Gregorc’s Mind Styles Model and Style Delineator (GSD) Herrmann’s Brain Dominance Instrument (HBDI) Honey and Mumford’s Learning Styles Questionnaire (LSQ) Jackson’s Learning Styles Profiler (LSP) Kolb’s Learning Style Inventory (LSI) Myers-Briggs Type Indicator (MBTI) Riding’s Cognitive Styles Analysis (CSA) Sternberg’s Thinking Styles Inventory (TSI) Vermunt’s Inventory of Learning Styles (ILS). The material we have reviewed varies enormously, both in the quality of the methodology and the scope of the investigation. In some instances, studies that might have been excluded in a typical academic review on the grounds of dubious methodology have been included here because of their impact on practitioners or on other researchers, but in all such cases, the methodological weaknesses are made explicit. A continuum of learning styles As we pointed out in Section 1, the research field of learning styles is both extensive and conceptually confusing. In a review of the psychometric qualities of different learning styles instruments, Curry (1987) categorised different research approaches. These were: ‘instructional preferences’, ‘information processing style’ and ‘cognitive style’. In Curry’s model (1983; see Figure 2), the inner layer of cognitive personality style is both more stable (and therefore less easily modified or changed) and more significant in complex learning, while the outer layer of instructional preferences is easier to modify and influence, but less important in learning. Many researchers in the learning styles field have seen Curry’s model as a useful, pragmatic way to present different models within these broad categories (eg Price and Richardson 2003). Yet, however attractive the onion metaphor may be, it is far from clear what lies at the centre. Conceptions of cognitive style relate to particular sets of theoretical assumptions, some of them psychoanalytic in origin. Ideas about stability are influenced more by theoretical concerns than by empirical evidence. There is not a single theory of cognitive or of learning style which is supported by evidence from longitudinal studies of stylistic similarities and differences in twins. As an alternative model, Vermunt (1998; see Figure 3) aimed to integrate different learning processes, some of which are thought to be relatively stable (mental learning models and learning orientations) and some of which are contextually determined (choice between regulating and processing strategies). Figure 2 Curry’s ‘onion’ model of learning styles Source: Curry (1983) Instructional preferences Information processing style Cognitive personality style
Figure 3 Vermunt’s model of learning styles (1998) Mental learning models Source: Price and Richardson (2003) Regulating strategies Processing strategies Learning orientations Figure 4 Families of learning styles Learning styles and preferences are largely constitutionally based including the four modalities: VAKT 2 . Learning styles reflect deep-seated features of the cognitive structure, including ‘patterns of ability’. Learning styles are one component of a relatively stable personality type. Learning styles are flexibly stable learning preferences. Move on from learning styles to learning approaches, strategies, orientations and conceptions of learning. Dunn and Dunn 3 Gregorc Bartlett Betts Gordon Marks Paivio Richardson Sheehan Torrance Riding Broverman Cooper Gardner et al. Guilford Holzman and Klein Hudson Hunt Kagan Kogan Messick Pettigrew Witkin Apter Jackson Myers-Briggs Epstein and Meier Harrison-Branson Miller Allinson and Hayes Herrmann Honey and Mumford Kolb Felder and Silverman Hermanussen, Wierstra, de Jong and Thijssen Kaufmann Kirton McCarthy Entwistle Sternberg Vermunt Biggs Conti and Kolody Grasha-Riechmann Hill Marton and Säljö McKenney and Keen Pask Pintrich, Smith, Garcia and McCeachie Schmeck Weinstein, Zimmerman and Palmer Whetton and Cameron 2 VAKT = Visual, auditory, kinaesthetic, tactile 3 The theorists in bold type are those chosen for in-depth evaluation.
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Page 9 and 10: LSRC reference Acknowledgements The
Page 11 and 12: Section 1 A systematic review of le
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Page 35 and 36: Table 4 Percentages of respondents
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Section 6 Flexibly stable learning
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Section 7 Learning approaches and s
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Section 8 Implications for pedagogy
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Our recommendation in favour of inc
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Learning styles in practice: labell
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Table 44 13 learning-styles models
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It may be argued that it is importa
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Appendix 3 Glossary of terms LSRC r
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