Verbal and visual learning styles (original) (raw)
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Cognitive Styles in Solving Educational Tasks
Journal of History Culture and Art Research, 2019
The article considers the influence of cognitive styles and individual features of perception and coding information on teaching geometry. Cognitive styles can determine success in learning, as they are manifested in the individual characteristics of the cognitive processes of students, their ways of perception, thinking, and action. Special attention is paid to the problems of connection of cognitive styles with interhemispheric brain asymmetry, level of intelligence, and motivation of a personality. The article underlines a very important for the learning process individual characteristic of a student. It is 'differentiation of the field', which means the influence of differences of the external environment on human decision-making. Differentiation of the field is described in terms of field dependence-field independence. Field dependence as a cognitive style means dominance of the whole, a lack of differentiation of parts in an image of perception, a disability to overcome the context, to select separate stimuli from the background. Field independence is an ability to resist the influence of conflicting background signs in the perception of visual forms and ties, an ability to perceive the whole, to allocate parts from complex figures, to choose stimuli from a context. In the conducted experimental research there were offered examples of tasks that allow to form cognitive 'flexibility' and overcome difficulties of students in analyzing geometric problems text. There were highlighted types of such tasks that were characterized by an educational effect. The conclusions from the experiment show that taking into account the parameters of cognitive styles with regular use of the system of developed tasks has a positive impact on the achievement of subject results in teaching students. The analysis of scientific and educational literature was carried out in order to make the understanding of the categories in this insufficiently researched area available to a wide range of school teachers.
Cognitive Styles and Learning Strategies
People learn and process new information in different ways. For decades researchers have been studying and comparing the personality traits and cognitive learning styles of students to discover any distinguishing trait patterns (i.e. more characteristic of academically successful students than other learners). Moreover, many believe that if the classroom environment and even the teacher's teaching style can be tailored to meet the students' learning styles, learning as well as the student's self-concept as a learner will increase (Corazza, Gustin and Edelkind, 1995). This article will offer a brief overview of differences in style and strategies and discuss the implications for teaching. Learning Style Learning style, which refers to an individual's cognitive style (i.e. link between cognition and personality) within an educational context, indicates the preferred way he/she approaches new information. Although we share similar learning patterns, preferences, and even approaches, everyone learns and processes information in their own way (Conner, 2003). However, these are 'tendencies' and a person may employ a different style depending on the circumstances (Witkin and Goodenough, 1981). Researchers have been exploring possible links between learning style and second language acquisition (SLA), and the implications for the SLA classroom. For example, researchers have discovered what seem to be paradoxical hypotheses, that both field independence (FI) and field dependence (FD) are linked to SLA. FI is believed to involve 'analysis, attention to details, and mastering of exercises, drills, and other focused activities' (Brown, 2000: 115). Naiman et al (1978) hypothesized that people who could break up a dense visual field and identify certain elements inside it (e.g. the Hidden Figures Test which has geometric figures 'hidden' within a complex pattern) were field independent and analogous to second language (L2) learners who can identify specific language elements within a larger context. On the other hand, FD learners, who are usually more social, empathetic and perceptive of others, are better at acquiring communicative skills. According to Brown (1977), although FI learners are more successful in classroom learning and testing, FD may be more beneficial as these learners excel in natural (e.g. untutored) SLA, and this acquisition (versus learning) of language better equips learners to communicate with native speakers. Furthermore, studies have found that children, who are predominantly FD, acquire functional language subconsciously, where adults learn by paying more attention to form (e.g.
All the individuals cannot be categorized into a unique style of learning. They are influenced by different styles of learning as they correspond to different methods of learning. What are the biological influences of various learning styles on people? The differences between various learning styles make them more inquisitive and interesting. There are seven learning styles based on different areas of the brain responsible for each learning style which are: visual, aural, verbal, physical, logical, social and solitary. The auditory learners prefer using sound and music, whilst the visual learners use pictures, images, and spatial understanding. Visual learners remember what they read (" Learning styles ") rather than what they listen, while aural learners use word association to remember facts. Various learning styles use various senses, systems, and preferences for learning. Physical learners use their body, hands, and sense of touch, albeit a person who prefers verbal learning style uses speech and writing for learning. Auditory learning style, also known as aural style is associated with the temporal lobe of the brain. Whereas the visual learning style is associated with the occipital lobes of the brain that manage visual senses. It is believed that 30 percent of the population has auditory learning style, whereas the data for visual learning style lacks evidence. Moreover, studies have proved that Korean students are more visual learners than other language background students, but on the other hand, the native speakers of English language prefer visual learning as minor style and not as a major style. Broca's area and Wernicke's area, located in the temporal and frontal lobes of the brain are linked with the verbal learning style. The areas of the brain associated with physical and logical learning styles are cerebral-motor cortex and left side of the parietal lobe. Both solitary and social learning styles are linked with the parietal and temporal lobe of the brain as well as the limbic system. Although both social and solitary learning methods are associated with same areas of the brain, both are completely opposite of each other. As the name suggests, social Sabhnani 2
2017
Prior graphing research has demonstrated that clinical interviews and free- response instruments produce very different results than multiple-choice instruments, indicating potential validity problems when using multiple-choice instruments to assess graphing skills (Berg & Smith in Science Education, 78(6), 527–554, 1994). Extending this inquiry, we studied whether empirically derived, participant-generated graphs used as choices on the multiple-choice graphing instrument produced results that corresponded to participants’ responses on free-response instruments. The 5 – 8 choices on the multiple- choice instrument came from graphs drawn by 770 participants from prior research on graphing (Berg, 1989; Berg & Phillips in Journal of Research in Science Teaching, 31(4), 323–344, 1994; Berg & Smith in Science Education, 78(6), 527–554, 1994). Statistical analysis of the 736 7th – 12th grade participants indicate that the empirically derived multiple-choice format still produced significantly more picture-of-the-event responses than did the free-response format for all three graphing questions. For two of the questions, participants who drew graphs on the free-response instruments produced significantly more correct responses than those who answered multiple-choice items. In addition, participants having “low classroom performance” were affected more significantly and negatively by the multiple-choice format than participants having “medium” or “high classroom performance.” In some cases, prior research indicating the prevalence of “picture-of-the-event” and graphing treatment effects may be spurious results, a product of the multiple-choice item format and not a valid measure of graphing abilities. We also examined how including a picture of the scenario on the instrument versus only a written description affected responses and whether asking participants to add marker points to their constructed or chosen graph would overcome the short-circuited thinking that multiple-choice items seem to produce.
Verbal-Visual Learning Styles Scale: Developing a Scale for Primary School Students
2021
In this study, it is aimed to develop a measurement tool that can determine the learning styles of students in order to provide efficient learning environments in primary schools. For this purpose, a draft scale form consisting of 24 items defining verbal and visual learning styles on theoretical basis was prepared. Then, using the draft scale form, data were obtained from 296 students of primary school. The data obtained at this phase were analyzed by exploratory factor analysis (EFA). As a result, the final scale form consisting of two dimensions and 12 items was reached. Then, in order to verify the structure of the final scale form, data were obtained from 149 students of primary school, and a confirmatory factor analysis (CFA) was performed with these data. According to the results obtained at this stage, the two-dimensional, two-factor, and 12-item structure of the scale was confirmed. In addition, Cronbach's Alpha and stability coefficients were calculated, and as a resul...