learning-styles

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81 81 83 85 87 90 95 97 103 105 105 107 110 111 116 116 118 135 140 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 Summary of positive and negative loading items on two HBDI factors Item loadings on the four main HBDI factors Illustrative occupational group norms Herrmann’s Brain Dominance Instrument (HBDI) Items which best characterise analysis and intuition Allinson and Hayes’ Cognitive Styles Index (CSI) Defining features of approaches to learning and studying Reliability of ASI sub-scales Entwistle’s Approaches and Study Skills Inventory for Students (ASSIST) Vermunt’s learning styles with illustrations of their components Areas and sub-scales of the ILS Exemplar vignettes of Vermunt’s four learning styles using ILS items Vermunt’s Inventory of Learning Styles (ILS) Summary of styles of thinking Thinking styles and methods of instruction Thinking styles and methods of assessment Sternberg’s Thinking Styles Inventory (TSI) Effect sizes for different types of intervention 13 learning-styles models matched against minimal criteria
LSRC reference Acknowledgements The project team would like to extend thanks to the authors of the models reviewed in this report for their comments and reactions to our work which enabled us to improve the quality of the final version. We also wish to acknowledge the steady and sensitive support of John Vorhaus of the Learning and Skills Development Agency (LSDA) and the administrative skills of Louise Wilson of the University of Newcastle upon Tyne. Eugene Sadler-Smith read an earlier version of this report and made some useful comments for which we are also grateful.
Page 1 and 2: LSRC reference Learning styles and
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Page 5 and 6: LSRC reference Contents 1 9 13 37 4
Page 7: LSRC reference Figures and tables L
Page 11 and 12: Section 1 A systematic review of le
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Page 15 and 16: LSRC reference Section 1 page 4/5 T
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Page 19 and 20: Figure 3 Vermunt’s model of learn
Page 21 and 22: We devised this classificatory syst
Page 23 and 24: The popular appeal of the notion th
Page 25 and 26: Figure 5 Gregorc’s four-channel l
Page 27 and 28: From the evidence available, we con
Page 29 and 30: Table 1 Gregorc’s Mind Styles Mod
Page 31 and 32: Table 2 Variables and factors in th
Page 33 and 34: The measures Over 25 years, Dunn an
Page 35 and 36: Table 4 Percentages of respondents
Page 37 and 38: The BES instrument has elements for
Page 39 and 40: Shwery (1994) also questioned aspec
Page 41 and 42: However, the notion of ‘gifted’
Page 43 and 44: Second, the model encourages teache
Page 45 and 46: Table 6 Dunn and Dunn’s model and
Page 47 and 48: The most influential member of the
Page 49 and 50: Table 9 Studies of the interaction
Page 51 and 52: Riding and Rayner (1998) do not def
Page 53 and 54: Implications for pedagogy Riding (2
Page 55 and 56: 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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Section 8 Implications for pedagogy
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Our recommendation in favour of inc
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As for the research evidence in fav
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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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The comparative neglect of knowledg
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Appendix 3 Glossary of terms LSRC r
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