recent research on learning styles

WASHINGTON — Many people, including educators, believe learning styles are set at birth and predict both academic and career success even though there is no scientific evidence to support this common myth, according to new research published by the American Psychological Association. The literature draws on the fields of pedagogy, psychology and neuroscience, but generally fails to engage fully with any of them. The “learning styles” idea has snowballed— as late as 2014, more than 90 percent of teachers in various countries believed it. Theory and Research in Education, v13 n3 p308-333 Nov 2015. Recent research has widened to include more diverse disciplines, with greater emphasis on application. A Comprehensive Analysis of Recent Research on Learning Styles. One study found that there were more than 70 different models of learning styles including among others, “left v right brain,” “holistic v serialists,” “verbalisers v visualisers” and so on. The concept is intuitively appealing, promising to … A comprehensive analysis of recent research on learning styles: @inproceedings{Cuevas2015IsLS, title={Is learning styles-based instruction effective? For each research study supporting the principle of matching instructional style and learning style, there is a study rejecting the matching hypothesis (2002, 411). Cuevas, Joshua. Correlational and experimental research recently published on learning styles is reviewed, along with an examination of how the subject is portrayed in teacher education texts. Is Learning Styles-Based Instruction Effective? Research in the field of learning styles is conflicting and often methodologically flawed. Is learning styles-based instruction effective? There are numerous theories and opinions on learning styles, but few generally agreed facts. In their review of research on learning styles for the Association for Psychological Science, Pashler, McDaniel, Rohrer, and Bjork (2008) came to a stark conclusion: “If classification of students’ learning styles has practical utility, it remains to be demonstrated.” (p. 117) A recent study demonstrated that current research papers ‘about’ Learning Styles, in the higher education research literature, overwhelmingly endorsed their use despite the lack of evidence described above (Newton, 2015). If teachers say a student’s learning style is “impulsive,” does that mean he’s impulsive about everything he learns? Learning styles, he said, are different. DOI: 10.1177/1477878515606621 Corpus ID: 146462452. Robert A. Bjork is a Distinguished Professor and Chair of Psychology at the University of California, Los Angeles. The “learning styles” idea has snowballed—as late as 2014, more than 90 percent of teachers in various countries believed it. Educational research on learning styles has been conducted for some time, initially within the field of psychology. Most of his research concerns learning and memory, with a recent emphasis on learning strategies. His research focuses on human learning and memory, and on the implications of the science of learning for instruction and training. It is based heavily on Coffield, Moseley, Hall and Ecclestone (2004: 1) who reviewed 71 learning styles and described 13 in detail. This describes some prominent theories of learning styles.