learning-styles

From the evidence available, we conclude that the
GSD is flawed in construction. Even though those
flaws might have been expected to spuriously inflate
measures of reliability and validity, the GSD does
not have adequate psychometric properties for use
in individual assessment, selection or prediction.
However, the reliability of composite GSD measures
has not been formally assessed and it is possible that
these may prove to be more acceptable statistically.
General
Writing in 1979, Gregorc lists other aspects of style,
including preferences for deduction or induction,
for individual or group activity and for various
environmental conditions. These he sees as more
subject to developmental and environmental influences
than the four channels which he describes as
‘properties of the self, or soul’ (1979, 224). However,
no evidence for this metaphysical claim is provided.
We are not told how Gregorc developed the special
abilities to determine the underlying causes (noumena)
of behaviour (pheno) and the nature of the learner
(logos) by means of his ‘phenomenological’ method.
The concept of sequential, as opposed to simultaneous
or holistic, processing is one that is long established
in philosophy and psychology, and is analogous
to sequential and parallel processing in computing.
Here, Gregorc’s use of the term ‘random’ is value-laden
and perhaps inappropriate, since it does not properly
capture the power of intuition, imagination, divergent
thinking and creativity. Although the cognitive and
emotional mental activity and linkages behind intuitive,
empathetic, ‘big picture’ or ‘out of the box’ thinking are
often not fully explicit, they are by no means random.
It is probable that the ‘ordering’ dimension in which
Gregorc is interested does not apply uniformly across
all aspects of experience, especially when emotions
come into play or there are time or social constraints
to cope with. Moreover, opposing ‘sequential’ to
‘random’ can create a false dichotomy, since there are
many situations in which thinking in terms of part-whole
relationships requires a simultaneous focus on parts
and wholes, steps and patterns. To seek to capture
these dynamic complexities with personal reactions
to between 10 and 20 words is clearly a vain ambition.
Similar arguments apply to the perceptual dimension
concrete-abstract. It is far from clear that these terms
and the clusters of meaning which Gregorc associates
with them represent a unitary dimension, or indeed
much more than a personal set of word associations
in the mind of their originator. Lack of clarity is apparent
in Gregorc’s description of the ‘concrete random’
channel as mediating the ‘concrete world of reality
and abstract world of intuition’ (1982b, 39). He also
describes the world of feeling and emotions as
‘abstract’ and categorises thinking that is ‘inventive
and futuristic’ and where the focus of attention is
‘processes and ideals’ as ‘concrete’.
Implications for pedagogy
Gregorc’s model differs from Kolb’s (1999) in that
it does not represent a learning cycle derived from
a theory of experiential learning. However, Gregorc was
at one time a teacher and teacher-educator and argues
that knowledge of learning styles is especially important
for teachers. As the following quotation (1984, 54)
illustrates, he contends that strong correlations exist
between the individual’s disposition, the media, and
teaching strategies.
Individuals with clear-cut dispositions toward concrete
and sequential reality chose approaches such as ditto
sheets, workbooks, computer-assisted instruction,
and kits. Individuals with strong abstract and random
dispositions opted for television, movies, and group
discussion. Individuals with dominant abstract and
sequential leanings preferred lectures, audio tapes,
and extensive reading assignments. Those with
concrete and random dispositions were drawn to
independent study, games, and simulations. Individuals
who demonstrated strength in multiple dispositions
selected multiple forms of media and classroom
approaches. It must be noted, however, that despite
strong preferences, most individuals in the sample
indicated a desire for a variety of approaches in order
to avoid boredom.
Gregorc believes that students suffer if there is a lack
of alignment between their adaptive abilities (styles)
and the demands placed on them by teaching methods
and styles. Teachers who understand their own styles
and those of their learners can reduce the harm they
may otherwise do and ‘develop a repertoire of authentic
skills’ (Gregorc 2002). Gregorc argues against attempts
to force teachers and learners to change their natural
styles, believing that this does more harm than good
and can alienate people or make them ill.