Stimulus modality and verbal learning performance in normal aging

Constantinidou, Fofi; Baker, Susan

doi:10.1016/s0093-934x(02)00018-4

Cited by 89 publications

(75 citation statements)

References 15 publications

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“…This is consistent with the idea that what really facilitates learners' success is not whether their learning styles match or mismatch a specific teaching programme or strategy, or the teacher's cognitive characteristics, but the very process whereby personal learning styles are reckoned and taken into account (e.g. Coffield et al 2004;Constantinidou and Baker 2002;Evans and Waring 2009;Glenn 2009;Massa and Mayer 2006;Pashler et al 2009). Our results also confirm that, as is assumed in the paradigm of self-directed learning (Brookfield 2009), the more the learners are allowed to participate responsibly, the better their attitude is toward the construction of knowledge.…”

Section: The Relation Between the Educators And The Learnerssupporting

confidence: 70%

Knowledge construction: the role of the teacher’s interpersonal attitudes

Mate

Brizio

Tirassa

2011

Research Papers in Education

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Socio-constructivist perspectives on adult education, as well as many practitioners in the field, assume that the teacher's interpersonal attitudes influence the process of knowledge construction on the part of the participants. The aim of this paper is to contribute to an empirical evaluation of this view, and in particular: (i) to understand whether the actions enacted by an educator toward learners may be taken as local cues of her underlying general interpersonal attitudes in and about the situation; (ii) to try to describe such behaviours and to gather them into meaningful clusters; (iii) to explore possible differences in the general interpersonal attitudes of novice vs. expert educators; (iv) to correlate such attitudes with the learners' behaviours. Fifteen training courses for adults, each involving different educators, participants and topics, were observed. All the courses took place in classrooms in the city of Torino, Italy. Each course was simultaneously observed by three independent judges. Factor analysis led to the identification of four main interpersonal attitudes of the educators, namely favouring cooperation, directivity, flexibility, and focusing on the group. These attitudes were then correlated to indexes of the participants' levels of attention, participation and understanding. The results corroborate the hypothesis that the interpersonal attitudes of the educators correlate with the mental attitudes of the learners. In particular, a cooperative orientation appears to foster the conditions for the construction of new knowledge. The two subgroups of expert and novice educators achieved different levels of effectiveness. Overall, our findings support the idea that learning is a process of knowledge transformation that takes place within an interpersonal context.

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Section: The Relation Between the Educators And The Learnerssupporting

confidence: 70%

Knowledge construction: the role of the teacher’s interpersonal attitudes

Mate

Brizio

Tirassa

2011

Research Papers in Education

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“…These studies reveal that students learn more effectively (e.g. increasing their academic achievement and having positive attitudes toward learning) in an instructional design that matches their learning styles (Aydıntan et al, 2012;Bozkurt & Aydoğdu, 2009;Constantinidou & Baker, 2002;Demir & Usta, 2011;Gökalp, 2013;Kaf Hasırcı, 2005;Mahiroğlu & Bayır, 2009;Özgen & Alkan, 2014;Yılmaz Soylu & Akkoyunlu, 2009). …”

Section: Discussionmentioning

confidence: 99%

“…It can be said that the final aim of the learning experiences provided in any course is to raise academic achievement by improving students' knowledge and skills. Studies indicate that the learning styles models have a significant effect on academic achievement (Constantinidou & Baker, 2002;Jackson, 2001). In national literature, when the experimental studies relating to learning styles were reviewed, it was found that experimental studies were conducted mostly according to the following models: McCharty's 4MAT Model (Aktaş & Bilgin, 2012;Aydıntan et al, 2012;Ergin & Atasoy, 2013;Dikkartın Övez, 2012;Mutlu & Okur, 2012;Öztürk, 2007); the Perceptual Learning Style Model (Babacan & Gökbudak, 2011;Balcı, 2013;Önder, 2006; the Dunn and Dunn Learning Style Model (Bozkurt & Aydoğdu, 2009;İnal, 2013;Kaf Hasırcı, 2005); the Kolb Learning Style Model (Aslan, 2012;Evin Gencel, 2008;Özdemir & Dindar, 2013); and the Grasha-Reichman Learning Style Model (Alşan, 2009;Arı & Bayram, 2011;Karadeniz Bayarak & Bayram, 2012).…”

Section: Learning Styles Models and Academic Achievementmentioning

confidence: 99%

“…Conversely, there are also studies revealing that there is no significant relationship between learning styles and academic achievement or attitudes (Altun & Cakan, 2006;Bahar, Özen, & Gülaçtı, 2009;Bölükbaş, 2007;Gappi, 2013;Warn, 2009). Similarly, in experimental studies it was determined that learning environments tailored to students' learning styles, compared to a traditional environment, had the following effects: a) raising students' academic achievement (Aydıntan, Şahin, & Uysal, 2012;Baş & Beyhan, 2013;Bozkurt & Aydoğdu, 2009;Constantinidou & Baker, 2002;Demir & Usta, 2011;Jackson, 2001;Kaf Hasırcı, 2005;Özgen & Alkan, 2014;Tie & Umar, 2010;Tsai, 2004;Usta, Bodur, Yağız, & Sünbül, 2011); b) making their learning more persistent (Baş & Beyhan, 2013;Cengizhan, 2007;Güven, 2007;Jakson, 2001;Tsai, 2004;Yazıcılar & Güven, 2009;Yılmaz & Dinçol Özgür, 2012); and c) improving their attitudes toward courses (Baş & Beyhan, 2013;Boström, 2011;Bozkurt & Aydoğdu, 2009;Elçi, 2008;Evin Gencel, 2008;Güven, 2007;Jackson, 2001;. Conversely, there have also been studies that discovered no meaningful effect of learning styles on a) academic achievement (Ateş & Çataloğlu, 2007;Çolak, 2013;Mahiroğlu & Bayır, 2009;Yılmaz Soylu & Akkoyunlu, 2002), b) retention …”

mentioning

confidence: 99%

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A Meta-Analysis on the Effect of Instructional Designs based on the Learning Styles Models on Academic Achievement, Attitude and Retention

2016

EDUC SCI-THEOR PRACT

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Citation: Kanadlı, S. (2016). A meta-analysis on the effect of instructional designs based on the learning styles models on academic achievement, attitude and retention. AbstractThe purpose of this study is to calculate the effect size, by running a meta-analysis, of the experimental studies carried out in Turkey between 2004 and 2014 that investigate the effect of learning styles on academic achievement, attitude, retention, and to define whether the academic achievement shows a significant difference in terms of learning styles model, experimental design and course type. For this purpose, a metaanalytical review method was employed to combine the outcome of the independent experimental studies.The studies included in this review were collected from CoHE National Thesis Archive (

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“…9 Constantinidou et al showed that older adults learned better from visual presentations of information than by listening. 10 Use of a combination of written and visual communication is often the most effective way of improving patient understanding and compliance. [9][10][11] Medical consultations can be improved using consultation tools such as decision aids, pictograms, leaflets, or videos.…”

Section: Introductionmentioning

confidence: 99%

Evaluation of a paper and electronic pictorial COPD action plan

Roberts

Partridge

2011

Chron Respir Dis

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Personalised written action plans are increasingly regarded as an important component of chronic obstructive pulmonary disease (COPD) self-management support and yet they may not be understood by those with limited literacy skills. This study was designed to produce a comprehensible pictorial COPD action plan for use by patients and health care professionals. With advice from a group of doctors and nurses a 'standard' written COPD action plan was translated by a medical artist into a series of pictorial images. These were assessed using the techniques of guessability and translucency in 21 adults attending a COPD clinic in a London hospital. Guessability and translucency scores show that pictograms were reasonably well understood, with only 3 pictograms showing low score in both guessability and translucency questionnaires. These included images depicting increased sputum production, swollen ankles, and use of extra doses of reliever medication. However, after brief spoken reinforcement about self-management, most patients could use the pictorial plan to suggest appropriate self-management behaviour such as when to access medical care. We have developed a pictorial COPD action plan. Pictorial methods represent an effective method of reinforcing the spoken word for all ranges of literacy.

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Stimulus modality and verbal learning performance in normal aging

Cited by 89 publications

References 15 publications

Knowledge construction: the role of the teacher’s interpersonal attitudes

Knowledge construction: the role of the teacher’s interpersonal attitudes

A Meta-Analysis on the Effect of Instructional Designs based on the Learning Styles Models on Academic Achievement, Attitude and Retention

Evaluation of a paper and electronic pictorial COPD action plan

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