Academia.edu no longer supports Internet Explorer.
To browse Academia.edu and the wider internet faster and more securely, please take a few seconds to upgrade your browser.
The definition of cognitive style and learning styles remains deeply problematic and hotly contested. Disagreement over definitions is not unique to the study of individual differences, but, while attempts have been made to develop consensual definitions of complex things like personality and intelligence, the definitions of cognitive style and learning styles remain vague and often contradictory.
Learning and Individual …
Researching the psychology of cognitive style and learning style: Is there really a future?2009 •
Journal of Education and Learning (EduLearn)
Interchangeable Concept of Cognitive Styles and Learning Styles: a Conceptual AnalysisInquiries into the nature and effects of cognitive and learning style constructs are mounting daily, regardless of criticism and confusion about the boundaries, natures and to some extent overlapping issues of these two constructs. These issues raise several questions about the credibility of these two constructs with regard to further research, application and development. Therefore, there is a need to crystallize their natures to pave the way for further research and for a better understanding of individual's learning. The current scientific review strengthens the concept of these two constructs as separate and independent, each contributing in its own way to different fields of human learning. Both constructs have different histories and schools of thought directed toward different ends. The relationship of these constructs undeniably establishes their usefulness and value as research subjects. However, specific concerns is required in defining cognitive and learning styles which may hinder the credibility and usefulness of further research, including valid and reliable measurements, cohesive theory, application oriented studies, use of multiple methods in research, and the origin and development of these constructs. This article explores the discourse in these fields and highlights potential issues with the constructs to assist researchers in constructing a more comprehensive understanding of the research framework.
Journal of Psychological and Educational Research
The demarcation of cognitive and learning style: Myth or reality as an impediment in educational researchThe fields of cognitive, and learning style research received criticism for their overlapping cognitive, and learning style theory, issues of valid and reliable measures, and potential contribution in applied educational practices. The present review identified differences in their nature, and provided directions for future research in both constructs to make the learning process more fruitful for students in schools, across all levels of education. The need and importance of incorporating both constructs at individual, and group level learning situations, is empirically evident in different studies. The congruence of cognitive or learning style, and the learning environments have boasted significant positive effects on students’ academic performance, overall learning, and overall well being. The advancements in the field of information technology, and interactive environments have made matching hypothesis a reality, to deal students according to their learning and cognitive style.
The theory of learning styles has received criticism, based on evidence from teaching to a learning style and the data collection method. Criticism of theorised cognitive entities is nothing new. Teaching does not produce equal learning outcomes, and using psychometrics to choose suitable employees is questionable. Yet personality is promoted over learning style. When the validity and reliability of the data collection methods are compared, the differences diminish, leaving the assumptions about real cognitive entities underlying the phenomenon to be questioned. There is as much data to infer a learning style as there is a personality type. A learning style can be deduced from research into language learning, drawing from the study of language learning strategies.
Reflecting Education
A reflection on the future of the cognitive style field: a proposed research agenda2009 •
2005 •
Journal of Mechanical Engineering
The Effect of Alkali Treatment to Mechanical Properties of Resin Composite Reinforced with Coir Coconut Fiber2017 •
QJM: An International Journal of Medicine
COVID-19-associated mucormycosis presenting to the Emergency Department—an observational study of 70 patients2021 •
Human and Ecological Risk Assessment
Residues levels of pesticides in walnuts of Iran and associated health risks2019 •
History of the Human Sciences
Frédéric Le Play and 19th-century vision machines2016 •
2022 •
2020 •
2010 •
Communications Biology
Multiplex profiling of serum proteins in solution using barcoded antibody fragments and next generation sequencing2020 •
2019 •
Cartography and Geoinformation
cARTography / kARTografija – Conference / Exhibitions / Workshop, Zagreb, April 15, 20132013 •
Topics in Catalysis
Structural Characteristics of Natural-Gas-Vehicle-Aged Oxidation Catalyst2013 •
HIDDEN LANDSCAPES The Lost Roads, Borders and Battlefields of the South-Eastern Carpathians
Isvoranu, Savu, Sîrbu THE DYRRHACHIUM Hidden Landcapes-The Dyrrhachium Drachmas Hoard Discovered at Ormeniș, Brașov County2022 •