Cognitive Styles and Learning Styles

Rayner, Stephen

doi:10.1016/b978-0-08-097086-8.92008-7

Cited by 14 publications

(3 citation statements)

References 45 publications

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“…It is apparent that a great deal of what I have elsewhere described as 'conceptual tautology' and what is an apparent endless series of 'experimental carousels' or 'commercialised recipes' for cognitive and learning styles has characterised the dominant approaches to researching style differences in the individual. The result: a continuing contested and rejecting critique presented by psychologists and educationists; yet and in spite of this reaction, there is a continuing and substantial interest and development of ideas around the individual and style differences for human performance in the workplace (see Rayner, 2013).…”

Section: Paradigms and Praxis: Knowledge Growth Research Theory Andmentioning

confidence: 97%

Problematising Style Differences Theory and Professional Learning in Educational Psychology

Rayner

2013

The Australian Educational and Developmental Psychologist

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The conceptual basis for a model of professional learning in educational psychology is presented in this article. The approach is one aimed at an integration and application of theories of knowledge management with educational and organisational psychology in a pragmatic research methodology underpinning professional learning. The model focuses upon the idea of praxis and the working ideal of a 'thinking practitioner'. This is in turn applied to the development of individual differences theory as part of a critical revision problematising theory associated with researching style differences in cognition, learning and management. A need for critical revisionism, new directions in researching style differences and professional education is identified as part of an example illustrating a way to establish valid epistemic change and paradigm shift necessary for this development. The argument underpinning this approach, finally, concludes that the future is very much part of the past, as a knowledge source for informing contemporary professional learning thereby ensuring practice is not stuck in the present. The Psychology of Education and Educational PsychologyIn a conversation at the beginning of my PhD study, Richard Riding, my supervisor, commented that his interests lay in the psychology of education, and his work was most certainly not educational psychology. The distinction drawn might at first seem spurious, but on reflection, it inferred a great deal about the direction and focus of Riding's research (see Riding & Rayner, 1998). My subsequent understanding of his statement, moreover, is that it posits a view in which educational psychology requires a separate, distinctive and pragmatic perspective as well as a concern for utility and relevance not always pertinent in pure research or a theory of psychology. I do not agree. While it is crucial that disciplinary knowledge underpinning researchinformed practice and intervention should be valid, reliable and meaningful, its fit or co-relationship with the work of theory as a 'balanced and balancing consideration' in explaining both why and how to design 'learning instruction' is just as crucial.

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Section: Paradigms and Praxis: Knowledge Growth Research Theory Andmentioning

confidence: 97%

Problematising Style Differences Theory and Professional Learning in Educational Psychology

Rayner

2013

The Australian Educational and Developmental Psychologist

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“…The consideration of cognitive traits can help in detecting learning styles (Graf-Kinshuk, 2010). The use of style differences for lifelong learning in both education and the workplace is being investigated (Rayner, 2015).…”

Section: Cognitive In Learning Stylementioning

confidence: 99%

“…Shi (2011); Palo et al (2012) Cognitive factors, such as cognitive type, impact learners' selection and adaptation of learning techniques. Sadler-Smith & Riding (1999); Sadler-Smith & Badger (1998) Cognitive style plays a crucial role in determining learning performance and influences individual and organizational behavior.Graf-Kinshuk (2010);Rayner (2015) Cognitive traits can help detect and investigate learning styles for lifelong learning Tinajero et al (2012). Cognitive style and learning practices strongly influence academic achievement.Hayes & Allinson (1998);Yasmeen et al (2020) Cognitive style significantly affects learning style and the efficacy of performance improvement initiatives.…”

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confidence: 99%

Exploring the Impact of Cognitive Factors on Learning, Motivation and Career in Malaysia's STEM Education

Idris¹,

Govindasamy²,

Nachiappan³

et al. 2023

IJARBSS

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Advancements in science, technology, engineering, and mathematics (STEM) are critical to the success of modern societies. However, STEM education and careers are often hindered by cognitive factors, such as mindset, motivation, and learning strategies. This paper examines the complex interplay between cognitive factors and STEM education and careers, highlighting the profound influence of these factors on success in these fields. Through a comprehensive review of existing literature and empirical evidence, this paper presents a compelling case for the need to prioritize cognitive development in STEM education and career pathways. We argue that by fostering a growth mindset, cultivating intrinsic motivation, and promoting effective learning strategies, individuals can overcome cognitive barriers and achieve success in STEM education and careers. Ultimately, this paper underscores the critical role of cognitive factors in shaping the future of STEM fields and offers practical recommendations for educators, policymakers, and STEM professionals to support cognitive development and enhance STEM outcomes.

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