音体美学生英语学习风格调查

学习风格是影响学习者学习效率和学习成绩的一个重要个体因素。本文以长江师范学院的二年级音体关学生为调查对象,采用Reid的学习风格倾向问卷（PLSP）,研究艺体类学生的一般性学习风格、专业与学习风格、性别与学习风格的关系和风格与英语成绩的关系。调查表明,二年级的音体美学生最倾向于小组型学习风格,性别与学习风格的听觉型有显著关系,但是,学习风格与成绩的相关性不大。     

Kolb's learning styles and learning preferences: is there a linkage?

Much has been written about the relationships between learning styles and learning preferences with the aim of tailoring teaching methods to the ways that students prefer to learn. This study used a sample of 201 management undergraduates to examine the relationships between Kolb's four learning styles and four learning types, and 12 different learning preferences. Only three significant relationships were found. It is suggested that large individual differences in learning preferences within each style and type, and small differences in learning preference mean scores show that, overall, there are weak linkages between learning styles and learning preferences. It is recommended that researchers control for Type I error rates and present effect sizes when statistically significant relationships are found to prevent chance and trivial findings from influencing educators. It is recommended that educators use a variety of learning methods and encourage students to be receptive to different learning methods rather than try to link specific learning methods to specific learning styles.     

English Learning Styles and English Achievements of Students Majoring in P.E.,Art and Music

Learning styles are considered as an important individual difference of affecting learning efficiency and English achievements.This research focuses on the sophomores whose majors are Physical Education (P.E.),Art and Music (P.A.M.students) in Yangtze Normal University to investigate into total learning styles,the relationships concerning major,English achievement respectively with learning styles.The results show that participants prefer group learning style rather than auditory learning style;there is no possible links between learning styles and their majors,and English achievements.     

Enhancing Eighth Grade Students' Learning of Buoyancy: The Interaction of Teachers' Instructional Approach and Students' Learning Preference Styles

This study investigates the potential of enhancing students' learning of difficult science concepts by exploring the interaction between teachers' four different instructional approaches and students' four different learning preference styles. Students' immediate performance and their retention for learning of buoyancy concepts serve to examine the effects, using the concept of “buoyancy,” which has been classified as a difficult concept because it is at a higher hierarchical level and involves the understanding of both matter and process. Results indicate that students' post-test scores were significantly affected by both the types of instruction and students' learning preference styles; while students' retention test scores were significantly affected by the types of instructions. Moreover, this study does not support that matching teaching style with students' learning preference would make students' learning more effective. Nevertheless, because procedural learning preference styles (QB-learning preference) students performed better on the retention test than other learning preference styles students, it indicates the possibility that procedural learners are more efficient than others for learning such higher hierarchical and difficult concepts, regardless of the types of instruction students receive.     

The effects of learning style on grades of first-year college students

This study compared the grade point averages of 796 first-year students in five institutions of higher education in a southern state with learning typologies set forth in theLearning Styles Inventory by Canfield. Results of the analysis of variance reflected an effect of learning style, sex, and race. Grades of students with social, conceptual, and social/applied styles differed significantly from those of students having the neutral preference. Whites tended to have better grades than blacks had. Females learned best with social and independent/applied styles; however, males learned best with social/applied and social/conceptual styles. Although there were no race differences in the proportions of students in the various learning styles, there were sex differences. Except for mathematics, the effect of major on the association of sex and learning style was moderate to none. Findings from the study suggest a need for administrative and instructional changes.     

MUSICAL PREFERENCES OF OLDER PEOPLE ATTENDING NUTRITION SITES

The purpose of this study was to determine the possible relationship between a subject's musical style preference and other variables: religious preference, age, sex, marital status, health, education, previous musical experience, and residence category. One hundred four persons aged 55 and older were seen at area nutrition centers. A questionnaire and musical preference test were administered to each subject. The latter consisted of 28 pairs of musical excerpts. Eight styles of music were included, distributed equally between vocal and instrumental examples. Each style was paired with every other style. Respondents were asked to state a preference for one of the two excerpts of each pair. Educational level and past musical experience most influenced choice of style, although there was some relationship between musical preferences and the majority of the other variables under consideration.     

高职院校非英语专业大学生学习风格调查(英文)

通过问卷调查和听力理解测试,运用定量分析的方法,研究了兰州石化职业技术学院非英语专业学生英语学习感知风格的总体趋势,以及听力高分组和低分组之间的学习风格差异,对目前的外语教学提出了建议。     

网络多媒体环境下外语学习风格与交互倾向的相关性研究

该研究从Reid的感知学习风格角度,按照Moore的交互分类标准,针对网络多媒体教学现状,分析网络多媒体环境下的外语学习者感知学习风格和交互倾向性,旨在对学习风格和交互倾向之间的关系进行探讨和分析。其研究方法采用描述性研究法,使用定量和定质数据相结合的分析手段,即对定量数据进行描述性的相关关系统计处理,对个人半开放式访谈、参与性观察,以及网络多媒体外语学习周记等定质数据进行归纳法的描写性分析,以求推断提出理论假设。研究结果表明:网络多媒体环境下的工科外语学习者学习风格趋向动觉型和体验型学习风格;交互方式的心理需求明显趋向为师生交互;群体型学习风格与师生交互、生生交互具有显著的正相关关系;体验型学习风格与师生交互具有显著的正相关关系;其他四种学习风格与三种交互类型均不相关。     

“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。     

Better Late than Never: Able Youths and Adults

Abstract

This article reports qualitative research which sought to contribute to the understanding of the importance of individual learning preferences, which is important in the light of the current shift in emphasis from teacher centred to learner centred learning in further and higher education. Analysis was made of the preferred teaching and learning styles of two sub groups — engineering and humanities. The research seeks to ascertain whether there is a relationship between the preferred teaching styles of teachers and the preferred learning styles of their learners. Teachers and learners completed Teaching Style Questionnaires (TSQ) and Learning Style Questionnaires (LSQ) which were analysed using four preferences — Honey and Mumford's (1986) activist, reflector, theorist and pragmatist. The relationship between the teachers’ and learners’ preferred styles was shown to be variable. The engineering sub group demonstrate the same level of preference in the reflector and pragmatist categories, but differences in the other two. The humanities teachers and learners had minor differences in preference in all four categories.     

The effect of matching and mismatching cognitive style and science instruction

This study examined the effect of matching learners' cognitive styles with science learning activities on science knowledge and attitudes. Fifty-six elementary education majors who were identified as Sensing Feeling types on the Myers-Briggs Type Indicator participated in this study. The Sensing Feeling type is predominant among elementary school educators. The subjects participated in either nine science activities matched to the learning preferences of Sensing Feelers or nine science activities mismatched to their learning preferences. These mismatched activities were geared toward the learning preferences of Intuitive Thinkers, the dominant type among scientists. Results revealed no significant differences between matched and mismatched groups in knowledge of the material presented or overall attitude toward science and toward science teaching. Comparisons made subsequent to the hypothesized analyses did suggest that cognitive style may affect reactions to certain specific learning activities. The immediate reactions of forty non-Sensing Feeling types who also experienced the treatments were compared to those of the 56 Sensing Feeling subjects. Certain activities which were rated by judges prior to the onset of treatment as being particularly well-matched to the Sensing Feeling style did receive significantly more favorable ratings by the Sensing Feeling subjects than by other types. Conversely, the Sensing Feelers gave significantly lower ratings than other types to certain activities which, according to independent judges, were strongly mismatched to the Sensing Feeling style.     

Six Myths About Spatial Thinking

Visualizations are an increasingly important part of scientific education and discovery. However, users often do not gain knowledge from them in a complete or efficient way. This article aims to direct research on visualizations in science education in productive directions by reviewing the evidence for widespread assumptions that learning styles, sex differences, developmental stages, and spatial language determine the impact of visualizations on science learning. First, we examine the assumption that people differ in their verbal versus visual learning style. Due to the lack of rigorous evaluation, there is no current support for this distinction. Future research should distinguish between two different kinds of visual learning style. Second, we consider the belief that there are large and intractable sex differences in spatial ability resultant from immutable biological reasons. Although there are some spatial sex differences (in some types of spatial tests although not all), there is actually only very mixed support for biological causation. Most important, there is conclusive evidence that spatial skills can be improved through training and education. Third, we explore educators' use of Piaget's ideas about spatial development to draw conclusions about ‘developmental appropriateness’. However, recent research on spatial development has focused on identifying sequences that begin with early starting points of skill, and spatial education is possible in some form at all ages. Fourth, although spatial language does not determine spatial thought, it does frame attention in a way that can have impact on learning and understanding. We examine the empirical support for each assumption and its relevance to future research on visualizations in science education.     

混合学习环境下学习风格挖掘及群体差异研究

利用所罗门学习风格量表显式获取用户学习风格,并运用K-means聚类算法挖掘不同风格学习者的线上学习行为特征,依据精确度计算结果不断调整Felder-Silverman学习风格模型对应的线上学习行为属性分类,并最终构建学习风格挖掘模型。结果表明,利用该模型来预测学习者的学习风格具有一定有效性。对不同类别学习风格者的学习特点以及倾向进行差异分析,有利于教师与学生有的放矢地调整教学与学习策略。     

A Preliminary Investigation into the Adaptive Learning Styles of Business Students

An exploration of the preferred learning styles for over 1,100 business students has yielded an intriguing result. While many previous studies have examined the learning styles in different majors at different universities, these studies have been focused on describing the typical student for that major. This study demonstrates that the preferred learning styles of students may depend more on the course than the major, indicating that students may have adaptive learning styles. Rather than having an innate, consistent preferred learning style, business students adapt their preferred learning style to the subject of the course. Further research is necessary to confirm these exploratory findings.     

Diverse Approaches to the Diversity of Learning Styles in Teacher Education

The goal of this paper is to present the findings of a new research project on teacher candidates' learning style preferences and the implications thereof for their teaching styles. The researchers utilized two different learning‐style assessment instruments based on Dunn and Dunn's learning style model—one paper and pencil and one online learning style assessment instrument to identify course participants' learning styles. Within the same institution of higher education, the learning style concept was introduced and operationalized in two different ways. Using a combination of quantitative and qualitative approaches, teacher candidates' individual and group learning style profiles and their reflections on their own learning and teaching styles are discussed.     

Mining students' learning patterns and performance in Web-based instruction: a cognitive style approach

Personalization has been widely used in Web-based instruction (WBI). To deliver effective personalization, there is a need to understand different preferences of each student. Cognitive style has been identified as one of the most pertinent factors that affect students' learning preferences. Therefore, it is essential to investigate how learners with different cognitive styles interact with WBI programs. This paper presents an empirical study, which examines the effects of cognitive styles on students' learning patterns and the effects of learning patterns on their learning performances. Riding's cognitive style analysis was used to identify the students' cognitive styles. Data mining, especially a clustering technique, was used to analyze the results. It was found that field independent students frequently used an alphabetical index whereas field dependent students often chose a hierarchical map. Such learning patterns also have great effects on their performance, especially for field dependent students.     

非英语专业大学本科生英语学习特点及启示

从感知的视角,采用定量研究方法揭示了非英语专业大学本科生的英语学习风格偏好。研究表明:(1)非英语专业大学本科生的整体学习风格倾向于多元化,相对而言,他们更喜爱体验型风格和听觉型风格;(2)专业对学习者的英语学习风格的影响不大。英语学习风格偏好因学年的不同而有所差异。本研究结果对外语教学方案的科学设计具有一定的启示意义。     

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.     

Problems and Inconsistencies with Kolb's Learning Styles

Kolb's Learning Style Inventory (LSI) (1984) is frequently used within many areas of study and research as a method of assigning students to a given learning style. However, this paper argues that there are substantial problems with the theoretical foundations of his work. Anomalies are noted with the claimed relationship with Jung's styles (1977) and with Kolb's use of 'possibility processing' (Tyler, 1978). It is argued that these anomalies make it impossible for firm conclusions about the nature of Kolb's learning style to be made. Implications for the use of Kolb's learning styles are presented.