Individual Differences in Learning: Cognitive control, cognitive style, and learning style

Price, Linda

doi:10.1080/0144341042000262971

Cited by 102 publications

(78 citation statements)

References 35 publications

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“…The language used by learning style theorists is filled with ambiguities. Price (2004) maintains that "learning style is often used as a metaphor for considering the range of individual differences in learning" (p. 681). Is learning style merely a fanciful metaphor or is it the wave of the future?…”

Section: Learning Styles: Humpty Dumpty Revisited Stan D Ivie Texas mentioning

confidence: 99%

“…Le vocabulaire utilisé par les théoriciens des styles d'apprentissages est truffé d'ambiguïtés. Price (2004) soutient que le terme « style d'apprentissage est fréquemment utilisé comme une métaphore pour refléter l'éventail des différences individuelles face à l'apprentissage.» (p. 681) En fait, les chercheurs présentent des résultats variés. Selon Curry (1990), « si des effets positifs sur les résultats de tests dont les conditions respectaient le style d'apprentissage de l'étudiant ont été publiés, il existe également des études dé-montrant qu'il n'existe pas d'effet significatif attribuable à la variation des styles d'apprentissage.…”

Section: Learning Styles: Humpty Dumpty Revisited Stan D Ivie Texas unclassified

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Learning Styles: Humpty Dumpty revisited

Ivie¹

2010

mje

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Ce document est protégé par la loi sur le droit d'auteur. L'utilisation des services d'Érudit (y compris la reproduction) est assujettie à sa politique d'utilisation que vous pouvez consulter en ligne.https://apropos.erudit.org/fr/usagers/politique-dutilisation/ Cet article est diffusé et préservé par Érudit.Érudit est un consortium interuniversitaire sans but lucratif composé de l'Université de Montréal, l'Université Laval et l'Université du Québec à Montréal. Il a pour mission la promotion et la valorisation de la recherche.

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Section: Learning Styles: Humpty Dumpty Revisited Stan D Ivie Texas mentioning

confidence: 99%

Section: Learning Styles: Humpty Dumpty Revisited Stan D Ivie Texas unclassified

Learning Styles: Humpty Dumpty revisited

Ivie¹

2010

mje

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“…x considering that, as pointed out in [34], it's impossible to know about the correctness of results obtained from self-assessment questionnaires, where a deterministic process should take a very long time in order detect inconsistencies or may never detect it;…”

Section: Related Workmentioning

confidence: 99%

“…However, the traditional approaches for detection of LS in AES are inefficient. Price [34] analyses the uncertainty aspect related to ILS (Index of Learning Styles Questionnaire) by identifying inconsistencies between its results and students behaviours. Besides Price, Roberts [35] analyses this kind of instrument and the problems related to it.…”

Section: Introductionmentioning

confidence: 99%

A New Approach to Discover Students Learning Styles in Adaptive Educational Systems

Dorça

Lima

Fernandes

2013

RBIE

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Personalization according to specific requirements of an individual student is one of the most important features in adaptive educational systems. Considering learning and how to improve a student's performance, these systems must know the way in which an individual student learns best. In this context, the current work outlines a new approach to automatically and dynamically discover students learning styles, considering its non-deterministic and non-stationary aspects, and taking into account that learning styles may change during the learning process in an unexpected and unpredictable way. Our approach is mainly based in genetic algorithms and reinforcement learning, and it has been tested through computer simulation of students. Promising results have been obtained through experiments. Some of them are presented in this paper.

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“…Specifically concerning the procedures of cognitive/learning tests, Price (2004), argued that the tasks involved in the commonly used style measurement tests like Learning Style Questionnaire (LSQ), Group Embedded Figures Teat (GEFT), and Cognitive Style Analysis (CSA) are not learning activities and thus could not clearly reflect learners' performance in real learning situations. Moreover, Goel (2010), contended that the tasks in the available cognitive tests are well-structured and well-defined, which do not resemble the real world problems.…”

Section: Introductionmentioning

confidence: 99%

Successful vs. Less Successful Iranian EFL Learners: Cognitive Styles, Cognitive Flexibility, and Experience Evaluation

Avarzamani¹,

Farahian²

2017

IJEL

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The present study aimed to compare successful with less successful English as a Foreign Language (EFL) learners regarding their cognitive styles and flexibility, together with the learners' evaluation of their experience of doing an unfamiliar cognitive test. The sample consists of 60 adult EFL learners (30 successful and 30 less successful), both males and females symmetrically. The homogeneity of participants' age of onset, socio-economic class, and motivation was also considered. The data was analyzed, using Chi-square and Gamma correlation. Overall, it was revealed that analytical, logical reasoning, reflective, and learning were the most prominent cognitive styles among successful learners. They also showed a considerable cognitive flexibility. On the other hand, less successful learners were inclined to the random style, along with a lower cognitive flexibility. With respect to gender groups, it turned out that females in the successful group were significantly inclined to the reflective and logical reasoning styles and less successful females adopted a random style. Finally, no significant result was found concerning the cognitive test evaluation. The findings of this study may contribute to a wider understanding of EFL success and failure from the viewpoint of cognitive preferences.

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Individual Differences in Learning: Cognitive control, cognitive style, and learning style

Cited by 102 publications

References 35 publications

Learning Styles: Humpty Dumpty revisited

Learning Styles: Humpty Dumpty revisited

A New Approach to Discover Students Learning Styles in Adaptive Educational Systems

Successful vs. Less Successful Iranian EFL Learners: Cognitive Styles, Cognitive Flexibility, and Experience Evaluation

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