Changes in Learning-Style Preferences
A Prefatory Report of Longitudinal Findings
Bibliographic Data
| ID | 13650714 |
|---|---|
| Authors | Jeffrey K Pinto (0000-0002-3502-7620, University of Maine, corresponding author), Marshall A Geiger (0000-0003-2100-6324) |
| Year | 1991 |
| Volume | 68 |
| Issue | 1 |
| Pages | 195-195 |
| Publication date | 1991-01-01 |
| Open Access | No |
| Type | ARTICLE |
| Venue | Psychological Reports (JOURNAL) |
| Journal identifiers | ISSN: 0033-2941 • E-ISSN: 1558-691X |
| Publisher | SAGE Publishing (PUBLISHER • US) |
| DOI | 10.2466/pr0.68.1.195-201 |
| OpenAlex | W4252681900 |
| Language | EN |
Kolb's (1985) Learning Style Inventory has become increasingly popular as a method for measuring preferred approaches to assimilating information and learning in a classroom setting. The purpose of this study was to confirm, by longitudinal study, research suggesting that an individual's preferred learning style is likely to change over the course of a college career. 55 college students were given the inventory at the beginning of their sophomore and junior years. Analysis of scores obtained one year apart indicated no significant changes in learning style preferences. These findings suggest a reanalysis of accepted theory on changes in learning style
Cognition · Cognitive psychology · Cognitive style · Developmental psychology · Learning styles · Longitudinal study · Mathematics education · Style (visual arts · Learning Styles and Cognitive Differences · Psychology · Social Psychology
| Highly cited | No |
|---|