6.3 Learning Styles and Cognitive Styles
3 min read•august 7, 2024
Intelligence and shape how we learn. Learning styles and cognitive styles are two ways researchers try to explain these differences. But do they really help us understand how people learn best?
Learning styles focus on how we prefer to take in information, like through visuals or hands-on experiences. Cognitive styles look at how we process and organize that information in our minds. Both aim to explain why we learn differently.
Learning Style Models
Sensory-Based Learning Styles
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- Visual-Auditory-Kinesthetic (VAK) model categorizes learners based on their preferred sensory modality for receiving information (visual, auditory, or kinesthetic)
- expands on VAK by adding a fourth modality: read/write, recognizing some learners prefer receiving information through written language
- Both VAK and VARK suggest matching instructional methods to students' preferred sensory modalities can enhance learning outcomes (using diagrams for visual learners or hands-on activities for kinesthetic learners)
- However, limited empirical evidence supports the effectiveness of matching instruction to sensory-based learning styles for improving academic performance
Experiential Learning Styles
- proposes a four-stage learning cycle: , , , and
- Kolb identified four learning styles based on preferences within the learning cycle: (feeling and watching), (thinking and watching), (thinking and doing), and (feeling and doing)
- Kolb's model emphasizes the role of experience and reflection in the learning process and suggests individuals have different strengths and preferences within the learning cycle
- Experiential learning styles focus on how learners process and transform experiences into knowledge rather than sensory modalities
Cognitive Styles
Field Dependence-Independence
- Field dependence-independence refers to the extent to which an individual's perception is influenced by the surrounding context or "field"
- individuals tend to perceive elements as part of a whole and struggle to separate details from the overall context (seeing the forest rather than the trees)
- individuals can more easily perceive elements independently from the surrounding context and can separate details from the overall background (seeing the trees rather than the forest)
- Field dependence-independence is considered a perceptual and cognitive style that influences how individuals process and organize information
Other Cognitive Styles
- Cognitive styles refer to consistent patterns in how individuals perceive, think, solve problems, learn, and relate to others
- Examples of cognitive styles include (quick vs. deliberate decision-making), (tendency to assimilate vs. differentiate information), and (comfort with uncertainty or inconsistency)
- Learning preferences, such as preferring to work alone or in groups, are sometimes considered cognitive styles but are more accurately described as learning preferences or strategies
- Cognitive styles are relatively stable traits that influence how individuals process information and approach tasks across various domains, not just in learning contexts
Critiques of Learning Styles
Lack of Empirical Evidence
- Despite the popularity of learning styles theories, there is limited empirical evidence supporting their validity or effectiveness for enhancing learning outcomes
- Studies have failed to consistently demonstrate that matching instruction to students' supposed learning styles leads to improved academic performance
- Critics argue that the lack of empirical support suggests learning styles theories are not scientifically valid or useful for informing educational practice
Oversimplification and Pigeonholing
- Learning styles theories have been criticized for oversimplifying the complexities of learning and individual differences
- Categorizing learners into fixed styles may lead to pigeonholing and stereotyping, rather than recognizing the flexibility and variability in individuals' learning preferences and abilities
- Critics argue that learning styles theories may limit students' opportunities by assuming they can only learn effectively in certain ways, rather than encouraging them to develop diverse skills and strategies
Focus on Preferences Over Effectiveness
- Learning styles theories often focus on learners' preferences or self-reported habits, rather than evidence of what actually leads to effective learning
- Preferences do not necessarily equate to enhanced learning outcomes, and students may not always be the best judges of what helps them learn effectively
- Critics argue that the emphasis should be on evidence-based instructional strategies that promote deep understanding and transfer of knowledge, rather than catering to students' preferred styles
Key Terms to Review (29)
Abstract conceptualization: Abstract conceptualization is a learning style characterized by the ability to understand and form ideas, theories, and concepts based on abstract thinking rather than through direct experiences. This approach involves processing information through logical reasoning and analysis, allowing individuals to develop frameworks that can be applied to new situations. It emphasizes cognitive functions that allow learners to conceptualize and interpret information beyond what is immediately observable.
Accommodating: Accommodating refers to the process of adjusting teaching methods and learning environments to meet the diverse needs of learners. This approach recognizes that individuals have different preferences and strengths in how they learn, which can be influenced by their unique learning styles and cognitive styles. By accommodating these differences, educators can create a more inclusive and effective learning experience for all students.
Active Experimentation: Active experimentation is a learning process where individuals apply new concepts or skills in real-world situations to see how they work and gather feedback. This approach helps learners test their ideas, refine their understanding, and enhance retention by making knowledge applicable to practical contexts.
Active Learning: Active learning is an instructional approach that engages students in the process of learning by encouraging them to participate actively rather than passively receiving information. This method promotes critical thinking, problem-solving skills, and deeper understanding through hands-on experiences, discussions, and collaboration among peers. It creates an environment where learners are involved in their education, making connections with the material and applying it in real-world contexts.
Assimilating: Assimilating refers to the cognitive process in which individuals integrate new information into their existing knowledge frameworks, allowing them to make sense of experiences and learn effectively. This term connects closely to how people adapt to different learning environments by incorporating new concepts into their pre-existing understanding, enhancing their cognitive styles and approaches to learning.
Auditory learning: Auditory learning is a style of learning where individuals absorb information primarily through listening and hearing. This learning style emphasizes the importance of sounds, spoken words, and auditory stimuli in processing and retaining information. Auditory learners often excel in environments where verbal communication, lectures, discussions, and audio materials are present.
Cognitive Style Assessment: Cognitive style assessment refers to the evaluation of individual differences in how people perceive, think, and process information. This assessment helps to identify preferred cognitive styles, such as visual, auditory, or kinesthetic learning preferences, and connects closely with learning styles. By understanding cognitive styles, educators can tailor their instructional strategies to accommodate diverse learners and improve educational outcomes.
Collaborative Learning: Collaborative learning is an educational approach where students work together in small groups to achieve shared learning goals, enhance understanding, and foster critical thinking. This method emphasizes interaction and communication among peers, promoting a sense of community and joint responsibility for learning outcomes. By engaging with diverse perspectives, students not only deepen their comprehension but also develop essential social skills.
Concrete Experience: Concrete experience refers to the process of learning through direct involvement and active participation in specific events or situations. This hands-on approach allows individuals to engage with real-life scenarios, making it a vital aspect of experiential learning and helping to shape personal understanding and knowledge retention.
Converging: Converging refers to the process of different ideas, perspectives, or cognitive approaches coming together to form a unified understanding or solution. In the context of learning and cognitive styles, converging often describes how individuals synthesize various methods and strategies to tackle complex problems or learn new material effectively.
David Kolb: David Kolb is an American educational theorist best known for his work on experiential learning, particularly his model of learning styles. His theory emphasizes the process of learning through experience and identifies four distinct styles: concrete experience, reflective observation, abstract conceptualization, and active experimentation. Kolb's ideas have significant implications for understanding how different learners process information and develop skills, especially in educational settings for diverse learner populations.
Differentiated Instruction: Differentiated instruction is an educational approach that tailors teaching methods, resources, and learning experiences to meet the diverse needs of individual students. By recognizing that students have varying backgrounds, readiness levels, and learning profiles, this approach aims to create a more inclusive and effective learning environment for all learners.
Diverging: Diverging refers to a cognitive style characterized by the ability to generate a wide range of ideas and solutions from multiple perspectives. This approach is often linked to creativity and open-mindedness, allowing individuals to explore various possibilities and think outside the box. Diverging individuals are typically good at brainstorming, synthesizing information, and understanding complex concepts, making them valuable in collaborative settings.
Field-dependent: Field-dependent refers to a cognitive style where individuals perceive and process information in relation to the surrounding context. These learners tend to be more influenced by external factors and rely on the overall structure of information rather than focusing on specific details. This style is often contrasted with field-independent learners, who are more adept at isolating details from their context, suggesting a preference for structured environments and social interaction in learning.
Field-independent: Field-independent refers to a cognitive style where individuals are able to perceive and process information without being influenced by the surrounding context or external cues. This cognitive style allows individuals to focus on specific details and concepts, often leading to strong analytical skills and problem-solving abilities. Field-independent learners often prefer structured learning environments where they can work independently and engage in tasks that require critical thinking.
Howard Gardner: Howard Gardner is a prominent psychologist known for his theory of multiple intelligences, which suggests that individuals possess various types of intelligences that reflect different ways of processing information and learning. This theory significantly influences how educators approach learning styles and cognitive development, emphasizing the importance of recognizing diverse capabilities among learners, especially in understanding exceptionalities and learning disabilities.
Impulsivity-Reflectivity: Impulsivity-reflectivity refers to a cognitive style where individuals tend to act on impulse without much forethought (impulsivity) or prefer to think through decisions carefully before acting (reflectivity). This concept is important as it affects how learners approach tasks, process information, and engage in problem-solving, influencing their overall learning strategies and outcomes.
Individual differences: Individual differences refer to the variations among people in their cognitive abilities, personality traits, learning styles, and other psychological attributes. These differences play a crucial role in how individuals perceive, process, and retain information, influencing their learning experiences and outcomes. Recognizing these variations helps educators tailor their approaches to meet diverse needs and optimize learning for everyone.
Kinesthetic Learning: Kinesthetic learning is a style of learning where individuals prefer to engage in physical activities rather than sit through lectures or passively absorb information. This hands-on approach allows learners to understand concepts better through movement, tactile experiences, and experimentation. By incorporating physical action into the learning process, kinesthetic learners often retain information more effectively and develop a deeper understanding of the material.
Kolb's Experiential Learning Theory: Kolb's Experiential Learning Theory is a model that emphasizes the importance of experience in the learning process, suggesting that knowledge is created through the transformation of experience. The theory outlines a cyclical process of learning, consisting of four stages: concrete experience, reflective observation, abstract conceptualization, and active experimentation. This model connects closely to learning styles and cognitive styles by illustrating how individuals can engage with and process their experiences differently.
Learning Style Inventory: A learning style inventory is a tool used to identify an individual's preferred way of processing information and learning. These inventories assess various dimensions of learning styles, helping educators tailor instruction to meet the diverse needs of learners. They are often based on theories that categorize individuals into different styles, such as visual, auditory, and kinesthetic learners, contributing to a deeper understanding of cognitive styles in educational settings.
Leveling-sharpening: Leveling-sharpening refers to the cognitive process through which individuals adjust their memories of experiences, often smoothing out details (leveling) while emphasizing or exaggerating specific elements (sharpening). This phenomenon is essential in understanding how people perceive and recall information, impacting both learning styles and cognitive styles in educational settings.
Metacognition: Metacognition refers to the awareness and understanding of one's own thought processes. It involves two key components: knowledge about cognition and regulation of cognition, which can significantly enhance learning outcomes by enabling individuals to evaluate their understanding and control their learning strategies effectively.
Reflective Observation: Reflective observation is a learning process where individuals consciously think about and analyze their experiences to gain insights and understanding. This approach encourages learners to reflect on what they have done, how they felt, and what they learned from an experience, leading to deeper cognitive processing and enhanced learning outcomes.
Scaffolding: Scaffolding is an educational technique that involves providing support and guidance to learners as they develop new skills and understanding. This support is gradually removed as learners become more competent, fostering independence and mastery over time. It emphasizes the importance of collaboration between teachers and students, enabling learners to build on their existing knowledge and skills.
Tolerance for ambiguity: Tolerance for ambiguity refers to an individual's ability to accept and manage uncertainty, complexity, and unfamiliar situations without experiencing significant discomfort. This trait is essential in learning environments, as it encourages open-mindedness and adaptability when faced with diverse perspectives and incomplete information.
Vak model: The VAK model is a framework that categorizes learning styles into three primary types: Visual, Auditory, and Kinesthetic. This model suggests that individuals have preferred ways of absorbing and processing information, impacting how they learn and interact with educational content. Understanding these styles can help tailor teaching strategies to enhance student engagement and effectiveness in learning.
VARK Model: The VARK Model is an educational framework that categorizes learners into four distinct modalities based on their preferences for receiving and processing information: Visual, Aural, Read/Write, and Kinesthetic. This model emphasizes the idea that individuals have unique learning styles, which can influence how they absorb, retain, and apply knowledge in various contexts.
Visual learning: Visual learning is a style of learning where individuals prefer to use visual aids, such as images, diagrams, charts, and videos, to understand and retain information. This approach emphasizes the importance of visual stimuli in the learning process, which can enhance comprehension and memory by providing concrete representations of abstract concepts. Visual learners often benefit from organized, graphical representations of information that help them make connections and visualize relationships between ideas.