In their article “Learning styles: Concepts and evidence,” Pashler, McDaniel, Rohrer, and Bjork (2009) investigate whether it is useful for schools to identify the learning styles of their students as a means of improving student performance. Pashler, et al (2009) describe the concept of learning styles as falling into two camps; learning styles as study preferences, and what they identify as the learning styles hypothesis. To investigate the importance of findings on learning styles, the authors employ a crossover interaction between learning style and method as their criteria. This type of interaction allows for each group to demonstrate which method is most effective (Pashler et al., 2009).
In reviewing the literature on aptitudes, aptitude by treatment, and personality by treatment for crossover interaction between learning styles, the authors were unable to find any studies that were well-constructed enough (given their criteria) to support the use of learning styles. This was primarily due to a lack of robust research methodology, and the authors encouraged further work involving random assignment and the examination of crossover interactions as a way to further investigate the use of learning styles in the classroom. Given the current research and findings, however, the authors do not see the benefit of the cost and time associated with the identification of student learning styles.
I am more inclined to align myself with the “study preferences” approach to learning styles. I do think that individuals may be more inclined to remember things if they are presented in a way that is their “preferred mode of taking in new information and studying” (Pashler, et al., 2009, p. 108). At the close of their article, Pashler, et al (2009) offer the following statement: “given the capacity of humans to learn, it seems especially important to keep all avenues, options, and aspirations open for our students, our children and ourselves. Toward that end, we think the primary focus should be on identifying and introducing the experiences, activities, and challenges that enhance everybody’s learning” (p. 117). Being exposed to information in a variety of different ways helps to build more connections and make the information stick. As James (1899/1962) notes, “the same thing recurring on different days, in different contexts, read, recited on, referred to again and again, related to other things and reviewed, gets well wrought into mental structures” (p. 64). In terms of information processing, I venture to guess that we all have our own methods that work best for us to “encode information;” however, sometimes receiving information in a novel way helps us to pay closer attention and gain a fresh perspective in a way that we might not have if we always received information in the same way.
References:
James, W. (1899/1962). Talks to teachers on psychology and to students on some of life's ideals. New York: Dover.
Pashler, H., McDaniel, M., Rohrer, D., & Bjork, R. (2009). Learning styles: Concepts and evidence. Psychological Science in the Public Interest, 9, 105-119.
In reviewing the literature on aptitudes, aptitude by treatment, and personality by treatment for crossover interaction between learning styles, the authors were unable to find any studies that were well-constructed enough (given their criteria) to support the use of learning styles. This was primarily due to a lack of robust research methodology, and the authors encouraged further work involving random assignment and the examination of crossover interactions as a way to further investigate the use of learning styles in the classroom. Given the current research and findings, however, the authors do not see the benefit of the cost and time associated with the identification of student learning styles.
I am more inclined to align myself with the “study preferences” approach to learning styles. I do think that individuals may be more inclined to remember things if they are presented in a way that is their “preferred mode of taking in new information and studying” (Pashler, et al., 2009, p. 108). At the close of their article, Pashler, et al (2009) offer the following statement: “given the capacity of humans to learn, it seems especially important to keep all avenues, options, and aspirations open for our students, our children and ourselves. Toward that end, we think the primary focus should be on identifying and introducing the experiences, activities, and challenges that enhance everybody’s learning” (p. 117). Being exposed to information in a variety of different ways helps to build more connections and make the information stick. As James (1899/1962) notes, “the same thing recurring on different days, in different contexts, read, recited on, referred to again and again, related to other things and reviewed, gets well wrought into mental structures” (p. 64). In terms of information processing, I venture to guess that we all have our own methods that work best for us to “encode information;” however, sometimes receiving information in a novel way helps us to pay closer attention and gain a fresh perspective in a way that we might not have if we always received information in the same way.
References:
James, W. (1899/1962). Talks to teachers on psychology and to students on some of life's ideals. New York: Dover.
Pashler, H., McDaniel, M., Rohrer, D., & Bjork, R. (2009). Learning styles: Concepts and evidence. Psychological Science in the Public Interest, 9, 105-119.
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