Research paper analysis

Learning Styles
Concepts and Evidence

by
Harold Pashler, Mark McDaniel, Doug Rohrer, and Robert Bjork
Analyses
Aims: The main aim of the article was to determine whether these practices (different learning
styles and concepts) are supported by scientific evidence or just theory. They searched for evidence for
both this broad version of the learning-styles hypothesis and the more specific meshing hypothesis.
Hypotheses: instruction is best provided in a format that matches the preferences of the learner
(e.g., for a ‘visual learner,’ emphasizing visual presentation of information). Scientists cast the hypothesis
so that it requires only the style-by-method crossover interaction.
Methodology:
1) Based on some measure or measures of learning style, learners must be divided into two or more
groups (e.g., putative visual learners and auditory learners).
2) Subjects within each learning-style group must be randomly assigned to one of at least two
different learning methods (e.g., visual versus auditory presentation of some material).
3) All subjects must be given the same test of achievement (if the tests are different, no support can
be provided for the learning-styles hypothesis).
4) The results need to show that the learning method that optimizes test performance of one
learning-style group is different than the learning method that optimizes the test performance of a
second learning-style group
Data: This task involved two steps: (a) analyzing the concept of learning styles to determine what
forms of evidence would be needed to justify basing pedagogical choices on assessments of students’
learning styles and (b) reviewing the literature to see whether this evidence exists. For each of these types
of findings (1A, 1B, 1C…), the method that proves more effective for Group A is not the same as the
method that proves more effective for Group B. Moreover, the necessary crossover interaction allows for
the possibility that both learning-style groups could do equally well with one of the learning methods.
Key results: reality of these preferences does not demonstrate that assessing a student’s learning
style would be helpful in providing effective instruction for that student. That is, a particular student’s
having a particular preference does not, by itself, imply that optimal instruction for the student would
need to take this preference into account. Thus, evidence for specific aptitudes does not, by itself,
validate the learning-styles hypothesis
Discussion: Quite a lot of things were discussed in this article. For example, 1) Dunn and Dunn’s
research article where they say that it is necessary to determine what is most likely to trigger each
student’s concentration, how to maintain it, and how to respond to his or her natural processing style to
produce long term memory and retention. To reveal these natural tendencies and styles, it is important to
use a comprehensive model of learning style that identifies each individual’s strengths and preferences
across the full spectrum of physiological, sociological, psychological, emotional, and environmental
elements. 2) Massa and Mayer (2006) reported a particularly informative and well-designed study of
learning styles with a set of three experiments. They constructed a reasonably realistic computer-based
electronics lesson. Two different sorts of help screens were customized for verbal or visual learners,
providing either supplementary printed text or carefully developed diagrams and illustrations,
respectively. In the end authors concluded that their results provided no support for ‘‘the idea that
different instructional methods should be used for visualizers and verbalizers’’.
Literature review: Although the literature on learning styles is enormous, very few studies have
even used an experimental methodology capable of testing the validity of learning styles applied to
education. Moreover, of those that did use an appropriate method, several found results that flatly
contradict the popular meshing hypothesis. ((Coffield et al. (2004), (Keefe, 1988), Omrod (2008), (Dunn,
1990), (Coffield, Moseley, Hall, & Ecclestone, 2004)…)
Conclusion: Although we have argued that the extant data do not provide support for the learning-
styles hypothesis, it should be emphasized that we do not claim that the same kind of instruction is most
useful in all contexts and with all learners. there is no adequate evidence base to justify incorporating
learning styles assessments into general educational practice. However, given the lack of
methodologically sound studies of learning styles, it would be an error to conclude that all possible
versions of learning styles have been tested and found wanting; many have simply not been tested at all.
10 Definitions/new words:
1) meshing hypothesis – instruction is best provided in a format that matches the
preferences of the learner
2) putative – generally considered or reputed to be
3) robust – strong and healthy; vigorous/ (of a system, organization, etc.) able to withstand
or overcome adverse conditions
4) empirical – based on experiments or experience rather than ideas or theories empirical
evidence/knowledge/ research an empirical study
5) aptitude – a natural ability to do something
6) locus of control – refers to the degree to which an individual feels a sense of agency in
regard to his or her life. Someone with an internal locus of control will believe that the
things that happen to them are greatly influenced by their own abilities, actions, or
mistakes.
7) temporal – relating to worldly as opposed to spiritual affairs, secular
8) heterogeneous – diverse in character or content/ consisting of different, distinguishable
parts or elements
9) computation – the action of mathematical calculation
10) espouse – adopt or support (a cause, belief, or way of life)
References:
Harold Pashler, Mark McDaniel, Doug Rohrer, and Robert Bjork (2008) Learning Styles: Concepts and
Evidence. A journal of the association of for psychological science, Massachusetts.

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Learning Styles

Concepts and Evidence

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