Putting learning styles to rest

On “Learning Styles: Concepts and Evidence” (pdf):

Next: An explosion of studies seeking to validate the learning-style hypothesis, or a dusting-off of that old filing cabinet of studies with null results.

Findings aside, this is a methodologically crisp, if “thin” (according to Kolb) review of the learning styles literature, with a lovely explication of two-way interactions and crossover interactions in particular. Those who teach social science research methods may find the concrete examples and extended discussion of [aptitude, style, personality]-by-treatment interactions useful in their classes.

Pashler, H., McDaniel, M., Rohrer, D., & Bjork, R. (2008). Learning Styles: Concepts and Evidence. Psychological Science in the Public Interest, 9, 103-119.

Why blog?

Collectively, we’re a group of educators and learning scientists who care about the design and application of educational research to improve  learning. Our areas of specialization include STEM (science / technology / engineering / mathematics) education, curriculum design, educational technology, and professional development.

We started this blog out of our desire to increase public awareness and understanding of key research findings relevant to teaching and learning, so that people can make better decisions about issues that affect them—whether for voting on national or local policy, evaluating the learning environments they choose, adjusting their own teaching or parenting practices, or becoming more metacognitively aware as learners themselves.

Although none of our posts are intended as formal works of scholarship, some may include more research citations, while others will be more informal reflections. We look forward to reading your contributions to the dialogue.

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