Individual differences in learning: cognitive control, cognitive style and learning style

2.50
Hdl Handle:
http://hdl.handle.net/10547/622633
Title:
Individual differences in learning: cognitive control, cognitive style and learning style
Authors:
Price, Linda ( 0000-0001-5291-0469 )
Abstract:
This paper assesses the value of three learning style tests when used to examine the design of educational materials for teaching computer science at a distance. The paper presents three studies where three different learning styles were used to discriminate preference and performance in different contexts. The studies indicate that the Learning Style Questionnaire and the Group Embedded Figures Test are of little value. However the Cognitive Style Analysis proved useful in discriminating performance on imagery-rich materials in a simulated learning context. The paper argues that it may be necessary to match the theoretical basis of learning style with the context in which it is used in order to gain useful information. On the whole the studies showed that the value of learning style tests may be limited.
Affiliation:
Open University
Citation:
Price L (2004) 'Individual differences in learning: cognitive control, cognitive style and learning style', Educational Psychology, 24 (5), pp.681-698.
Publisher:
Taylor & Francis (Routledge)
Journal:
Educational Psychology
Issue Date:
1-Jan-2004
URI:
http://hdl.handle.net/10547/622633
DOI:
10.1080/0144341042000262971
Additional Links:
https://www.tandfonline.com/doi/abs/10.1080/0144341042000262971
Type:
Article
Language:
en
ISSN:
0144-3410
EISSN:
0144-3410
Appears in Collections:
Education

Full metadata record

DC FieldValue Language
dc.contributor.authorPrice, Lindaen
dc.date.accessioned2018-04-18T11:06:06Z-
dc.date.available2018-04-18T11:06:06Z-
dc.date.issued2004-01-01-
dc.identifier.citationPrice L (2004) 'Individual differences in learning: cognitive control, cognitive style and learning style', Educational Psychology, 24 (5), pp.681-698.en
dc.identifier.issn0144-3410-
dc.identifier.doi10.1080/0144341042000262971-
dc.identifier.urihttp://hdl.handle.net/10547/622633-
dc.description.abstractThis paper assesses the value of three learning style tests when used to examine the design of educational materials for teaching computer science at a distance. The paper presents three studies where three different learning styles were used to discriminate preference and performance in different contexts. The studies indicate that the Learning Style Questionnaire and the Group Embedded Figures Test are of little value. However the Cognitive Style Analysis proved useful in discriminating performance on imagery-rich materials in a simulated learning context. The paper argues that it may be necessary to match the theoretical basis of learning style with the context in which it is used in order to gain useful information. On the whole the studies showed that the value of learning style tests may be limited.en
dc.language.isoenen
dc.publisherTaylor & Francis (Routledge)en
dc.relation.urlhttps://www.tandfonline.com/doi/abs/10.1080/0144341042000262971en
dc.rightsGreen - can archive pre-print and post-print or publisher's version/PDF-
dc.subjectlearningen
dc.titleIndividual differences in learning: cognitive control, cognitive style and learning styleen
dc.typeArticleen
dc.identifier.eissn0144-3410-
dc.contributor.departmentOpen Universityen
dc.identifier.journalEducational Psychologyen
dc.date.updated2018-04-17T13:55:48Z-
All Items in UOBREP are protected by copyright, with all rights reserved, unless otherwise indicated.