Cognitive Styles and Preferred Learning Mode,Reading Attainment and Cognitive Ability in 11‐year‐old Children

Eighty 11‐year‐old children were assessed for preferred learning mode (pictorial or text), reading attainment and cognitive ability. They also received the Cognitive Styles Analysis which gave their positions on the Wholist‐Analytic and verbal‐Imagery cognitive style dimensions. With respect to learning mode, wholists preferred the mode which corresponded to their verbal‐imagery style; verbalisers chose text while Imagers chose pictures. Analytics, by contrast, were fairly equally divided across the verbal‐imagery dimension. On reading attainment and cognitive abilities, the performance of the wholists was superior by the verbalisers and declined fairly linearly with increasing imagery style, while analytics were again fairly constant across the dimension. The results were discussed in terms of their implications for the cognitive style dimensions.     

Performance on Middle School Geometry Problems With Geometry Clues Matched to Three Different Cognitive Styles

ABSTRACT— This study investigated the relationship between 3 ability‐based cognitive styles (verbal deductive, spatial imagery, and object imagery) and performance on geometry problems that provided different types of clues. The purpose was to determine whether students with a specific cognitive style outperformed other students, when the geometry problems provided clues compatible with their cognitive style. Students were identified as having a particular cognitive style when they scored equal to or above the median on the measure assessing this ability. A geometry test was developed in which each problem could be solved on the basis of verbal reasoning clues (matching verbal deductive cognitive style), mental rotation clues (matching spatial imagery cognitive style), or shape memory clues (matching object imagery cognitive style). Straightforward cognitive style–clue‐compatibility relationships were not supported. Instead, for the geometry problems with either mental rotation or shape memory clues, students with a combination of both verbal and spatial cognitive styles tended to do the best. For the problems with verbal reasoning clues, students with either a verbal or a spatial cognitive style did well, with each cognitive style contributing separately to success. Thus, both spatial imagery and verbal deductive cognitive styles were important for solving geometry problems, whereas object imagery was not. For girls, a spatial imagery cognitive style was advantageous for geometry problem solving, regardless of type of clues provided.     

Cognitive styles and instructional design in university learning

Changes in conceptualization and measurement of the verbalizer–visualizer dimension led us to re-examine the hypothesis that students learn best when instructional material matches their cognitive style. First-year psychology university students (n = 41) studied information on three personality theories presented in text only, text+picture, or text+schematic diagram format, demonstrated recall and comprehension of each theory, and completed an adapted cognitive styles questionnaire. Spatial and object visual scale scores were not correlated, but the latter showed a significant though relatively weak negative correlation with verbal scale scores. Recall could be predicted from students' verbal and object visual scores when presentation format matched these cognitive styles. All three styles significantly predicted students' comprehension, but only when they matched the presentation format. The results support the distinction between spatial and object visual styles, and provide evidence that learning outcomes improve when instructional material is matched to students' cognitive styles.     

Examining number sense and algebraic reasoning through cognitive styles

Recently, a new cognitive style approach was introduced, which refers to two types of visualizers. This approach is based on neuropsychological evidence and neuroimaging results, which suggest the existence of two distinct imagery subsystems, the object and the spatial imagery subsystems. The goal of the study was twofold: first to examine a possible relationship between this new cognitive style approach and achievement in number sense and algebraic reasoning tasks, and second to explore a possible relationship between the strategies used in solving the aforementioned tasks and cognitive styles. A mathematical test on number sense and algebraic reasoning and the self-report Object–Spatial Imagery and Verbal cognitive style questionnaire were administrated to 83 prospective school teachers (PSTs). The results indicated that spatial imagery, in contrast to the object imagery and verbal cognitive styles, is related to achievement in number sense and algebraic reasoning. In addition to this, the results revealed that the higher the PSTs’ tendency towards spatial imagery cognitive style, the more conceptual and flexible strategies they employ in algebraic reasoning and number sense tasks.     

A study of the relationship between learning styles and cognitive abilities in engineering students

Learning preferences have been indirectly linked to student success in engineering programmes, without a significant body of research to connect learning preferences with cognitive abilities. A better understanding of the relationship between learning styles and cognitive abilities will allow educators to optimise the classroom experience for students. The goal of this study was to determine whether relationships exist between student learning styles, as determined by the Felder-Soloman Inventory of Learning Styles (FSILS), and their cognitive performance. Three tests were used to assess student's cognitive abilities: a matrix reasoning task, a Tower of London task, and a mental rotation task. Statistical t-tests and correlation coefficients were used to quantify the results. Results indicated that the global–sequential, active–referential, and visual–verbal FSILS learning styles scales are related to performance on cognitive tasks. Most of these relationships were found in response times, not accuracy. Differences in task performance between gender groups (male and female) were more notable than differences between learning styles groups.     

“民考民”维吾尔族英语专业大学生感知学习风格调查研究

本研究对新疆喀什师范学院英语专业96名维吾尔族大学生的六种感知学习风格进行了问卷调查。通过对收集的数据用SPSS13.0进行分析后发现：58%的人具有三种感知学习风格,24%的人有两种感知学习风格;最典型的学习风格是体验型（89%）和动手型（75%）,次要模式为视觉型（65）、集体型（60%）、听觉型（58%）和个人型（54%）;学生在个人型学习风格上的差异最大。     

英语学习者的感知学习风格和词汇策略研究

本文根据Reid的感知学习风格和Schmitt的词汇学习策略分类,通过问卷调查方式,调查了128位高职英语学习者的感知学习风格倾向和词汇学习策略运用特点及两者的相关性。研究结果表明:该群体最倾向于独立和视觉风格而最不倾向于合作型学习风格;最常用记忆、认知策略而少用元认知和社会策略;感知学习风格影响学习策略的选择,风格与策略多处显著相关。     

Evaluating the reliability and validity of a learning styles inventory: a classroom-based study

Background Psychology and educational theory has a long tradition of research into learning styles. However, the current educational policy and practice interest in learning styles in the UK has resulted in concepts and practices being adopted with little rigorous empirical evaluation.

Purpose This small-scale, experimental study aimed to test the reliability and validity of an available inventory designed to identify learning styles (visual, auditory and kinaesthetic).

Sample, design and methods Nineteen children, aged 7–10 years, with different styles as identified by the inventory, participated in a class experimental evaluation of their differential response to the teaching of word spelling using different teaching methods.

Results The study found that the visual and auditory scales, but not the kinaesthetic scale, were reliable (internally and re-test). The three groups of pupils with different learning styles—visual only, auditory only and mixed visual and auditory—showed different gains to teaching that matched these styles (visual and auditory teaching approaches). Retention of word spelling was higher one week after the teaching when the teaching matched the learning style.

Conclusions The findings in this exploratory study suggest the significance of learning style for classroom-based teaching.     

Learning styles and student perceptions of the use of interactive online tutorials

This study examined the effects of learning styles on learner perceptions of the use of interactive online tutorials. Learners were categorised into five learning style categories and four learning modalities. The responses to a questionnaire with four survey dimensions were analysed in order to ascertain differences based on learning styles, gender and class standing. Researchers investigated whether relationships, interactions, main effects and associations between the variables and survey dimensions existed. The majority of learners perceived the tutorials as useful, accessible, well designed and helpful in completing assignments. Researchers found significant main effects for both gender and learning style, and gender and the perception of usefulness. The relationship between learning styles and gender was statistically significant.     

高职学生英语学习风格调查研究

学习风格是学生个性化差异因素之一,是学习者在学习中表现出来的一种整体性、持久性的并具有个性化的认知方式和处理信息的方式。本文通过问卷的方式对高职学生的外语学习风格进行了调查和研究,发现高职学生主要学习风格为视觉型和动手型。同时也分析了高职学生学习方式上的性别差异,并对高职教学提出了一些想法和建议。     

Learning Style under Two Web‐Based Study Conditions

A sample of 48 college students prepared for in‐class examinations using two web‐based study conditions. The A condition used web‐based study groups and the B condition used web‐based quizzes. The Index of Learning Styles positioned students on four dimensions of learning style (active‐reflective, visual‐verbal, sequential‐global, and sensing‐intuitive). Students who were more active than reflective expressed a preference for face‐to‐face study groups rather than online study groups and for online quizzes rather than pencil‐and‐paper quizzes. Students who were more visual than verbal expressed a preference for online quizzes rather than online study groups. Such preferences were validated by decreased achievement in the less‐preferred study condition. At college level, students are aware of their learning style and understand the conditions that facilitate their mastery of course content. Instructional applications of web‐based technology may provide mechanisms for more consistently accommodating student learning style in higher education.     

Gender differences and styles in the use of digital games

This paper reports work in progress investigating gender differences and styles in the use of digital games amongst advanced level biology students. It is an elaboration on previous work exploring the relationship between cognitive style and academic performance in Maltese students taking biology at advanced level. In this previous work the cognitive style of 581 (212 male and 369 female) advanced biology students was correlated with their academic performance in five different subjects. Pearson's correlation showed that the wholist–analytic dimension, the verbal–imagery dimension, and gender were not correlated. Regression analysis showed that none of the style dimension combinations had a significant effect on performance in any of the subjects. However, gender proved to be a stronger determinant of performance. These results were interpreted from a cognitive neuroscience perspective. Numerous studies have consistently found gender differences in language and visuospatial skills. Female superiority is seen on tests of both receptive and productive language, and on more complex tasks such as making analogies and creative writing. Males have an advantage in visuospatial reasoning, being more adept at performing disembedding and internal spatial transformations. In view of these results and the constantly reported gender difference in the use of digital games, this paper describes the initial stage of an investigation about gender‐determined propensities to digital media. Different studies claim that males dedicate more time than female students to playing digital games. A marked emphasis on the use of particular game genres by the different sexes is also reported. This reported phenomenon is investigated within the context of Maltese students taking advanced biology. Through a questionnaire, data were collected about the time students spend playing digital games, their preferred platform, and their preferred games. Data were analysed to establish gender differences in the time spent on playing digital games, the preferred platform, the most popular digital games amongst males and female students, and the preferred game genre. The results are interpreted from neurocognitve and psychosocial perspectives. Suggestions are made for possible integration of digital games in learning.     

Learning styles of deaf college students and instructors' teaching emphases

Six learning style dimensions of the Grasha-Riechmann Student Learning Style Scales (GRSLSS) were examined in this study with 100 deaf college students. In addition, six corresponding scales of teaching emphases were administered to the 16 instructors of these students. Student mean scores were higher for the dependent, participative, collaborative, and independent dimensions than for the competitive and avoidant styles. The participative learning style correlated significantly with course achievement and course interest, which suggests that an emphasis on active learning may be desirable. For instructors, as with students, the mean scores for teaching emphases were found to be higher for the collaborative, dependent, participative, and independent dimensions. the similar patterns of results for students and teachers suggest a correspondence between the learning styles and the teaching emphases.     

大学英语学习风格与自主学习能力之关系探讨

对独立学院大学生英语学习风格与自主学习能力进行量化,来讨论这两者之间是否具有相关性,将有助于培养学生英语自主学习能力和大学英语教学。研究发现：＂活跃型/沉思型＂、＂视觉型/言语型＂、＂循序渐进型/综合型＂这三个维度与英语自主学习能力呈正相关,并且沉思型、视觉型和循序渐进型学习风格越高的学生自主学习能力越强。而＂感觉型/直觉型＂学习风格与英语自主学习能力并无显著相关。受不同学习风格的影响,受试者的学习效果相差较大,从而导致了学习成绩的差异。     

Changes in BSc Business Administration and Psychology students’ learning styles over one,two and three years of study

Knowledge on general or discipline-specific changes in the learning styles of university students can be utilised in the design and execution of courses, but little is known of such changes. The study examined the changes in the learning styles of three year groups of BSc Business Administration and Psychology students from admittance to one, two and three years later for the three year groups respectively. Learning styles were measured using the Danish Self-Assessment Learning Styles Inventory, which is an adaptation of Sternberg's MSG Thinking Styles Inventory within the theory of mental self-government. The Hierarchic and Oligarchic learning styles decreased significantly for all three year groups. The Judicial learning style increased significantly for the year groups who had studied for two and three years. The Global learning style increased significantly for the year group who had studied for one year. The findings are discussed in relation to comparable research.     

What type of learner are your students? Preferred learning styles of undergraduate gross anatomy students according to the index of learning styles questionnaire

Students learn and process information in many different ways. Learning styles are useful as they allow instructors to learn more about students, as well as aid in the development and application of useful teaching approaches and techniques. At the undergraduate level there is a noticeable lack of research on learning style preferences of students enrolled in gross anatomy courses. The Index of Learning Styles (ILS) questionnaire was administered to students enrolled in a large enrollment undergraduate gross anatomy course with laboratory to determine their preferred learning styles. The predominant preferred learning styles of the students (n = 505) enrolled in the gross anatomy course were active (54.9%), sensing (85.1%), visual (81.2%), and sequential (74.4%). Preferred learning styles profiles of particular majors enrolled in the course were also constructed; analyses showed minor variation in the active/reflective dimension. An understanding of students' preferred learning styles can guide course design but it should not be implemented in isolation. It can be strengthened (or weakened) by concurrent use of other tools (e.g., flipped classroom course design). Based on the preferred learning styles of the majority of undergraduate students in this particular gross anatomy course, course activities can be hands on (i.e., active), grounded in concrete information (i.e., sensing), utilize visual representation such as images, figures, models, etc. (i.e., visual), and move in small incremental steps that build on each topic (i.e., sequential). Anat Sci Educ 11: 358–365. © 2017 American Association of Anatomists.     

Development and validation of a questionnaire for teacher effective communication in Qur’an learning

ABSTRACT

A student’s perception of teacher effective communication influences the learning atmosphere. The measurement of perception indicates how students view the quality of learning. As few studies have explored the development of an appropriate measurement tool of students’ perception of learning to read the Qur’an, this study aims to develop such a tool. Conceptual analysis and a survey using open-ended questions resulted in dimensions and items. Six experts and three instructors evaluated the content validity. The questionnaire was then administered to 421 participants – 201 for Exploratory Factor Analysis (EFA) and 220 for Confirmatory Factor Analysis (CFA). The results successfully identified four dimensions that explained 64.6% of the variation. The instrument consisted of 13 items with satisfactory reliability and validity. The dimension with the highest coefficient path was ‘understanding and friendliness’ (UF), while the dimension of ‘learning media’ (LM) was the lowest. There was a significant influence of gender on the dimension of UF, as well as verbal (V) and non-verbal (NV) communication, while there were no differences in the dimension of LM. The questionnaire can be effectively used as a measurement device of dimensions related to students’ perception of teacher effective communication in Qur’an learning.     

Implementing a case‐based e‐learning environment in a lecture‐oriented anaesthesiology class: Do learning styles matter in complex problem solving over time?*

This study explores how students' learning styles influence their learning while solving complex problems when a case‐based e‐learning environment is implemented in a conventional lecture‐oriented classroom. Seventy students from an anaesthesiology class at a dental school participated in this study over a 3‐week period. Five learning‐outcome tests and two course‐satisfaction surveys were implemented during the case‐based instruction using a blended approach (online and face‐to‐face). The results of one‐way ANOVAs with repeated measures revealed that the four learning styles (active–reflective, sensing–intuitive, visual–verbal, sequential–global) did not influence students' learning experience and learning outcomes during the implementation of case‐based e‐learning. However, the pattern of the students' performance graph and further analysis with a liberal approach implied that the active–reflective learning style may influence learning outcomes slightly at an earlier time during the case‐based learning implementation; however, as time passed, this learning style no longer influenced their learning at all. Thus, learning styles may not be considered important or may be considered only during the early stages of instructional implementation in order to facilitate the students' transition to the new case‐based learning environment. It is more efficient to encourage students to adapt to different learning environments than to design adaptive systems in order to embrace diverse learning styles.     

The Determinants of Students' Perceived Learning Outcomes and Satisfaction in University Online Education: An Empirical Investigation*

In this study, structural equation modeling is applied to examine the determinants of students' satisfaction and their perceived learning outcomes in the context of university online courses. Independent variables included in the study are course structure, instructor feedback, self‐motivation, learning style, interaction, and instructor facilitation as potential determinants of online learning. A total of 397 valid unduplicated responses from students who have completed at least one online course at a university in the Midwest were used to examine the structural model. The results indicated that all of the antecedent variables significantly affect students' satisfaction. Of the six antecedent variables hypothesized to affect the perceived learning outcomes, only instructor feedback and learning style are significant. The structural model results also reveal that user satisfaction is a significant predictor of learning outcomes. The findings suggest online education can be a superior mode of instruction if it is targeted to learners with specific learning styles (visual and read/write learning styles) and with timely, meaningful instructor feedback of various types.     

Effects of Pretend Imagery on Learning Dance in Preschool Children

Play is important in child development and learning. The intent of this study was to assess the effects of play, using physical movement and pretend imagery, on learning dance. Four preschool dance classes, encompassing 32 children ages 3–6, were randomly divided into pretend imagery groups and traditional teaching groups. The classes were videotaped over 3 weeks and rated for speed of learning new motor skills, future recall of the skills, attentiveness to the task, and enjoyment during the task. As hypothesized, results found that children in the pretend imagery group had significantly better visual fixation on the instructor, engagement in and enjoyment during the task, and needed less prompting and time to recall and a shorter amount of time to learn the skill than children in the traditional teaching group. There is little research in this area of learning and play, but the results of this study suggest more is warranted.