Reliability, Construct Validity, and Response- Set Bias of the Revised Learning-Style Inventory (LSI-1985)

1990 ◽  
Vol 50 (3) ◽  
pp. 619-629 ◽  
Author(s):  
Thomas L. Ruble ◽  
David E. Stout
Keyword(s):  
Construct Validity ◽  
Learning Style ◽  
Learning Style Inventory ◽  
Response Set

Learning Style and Intelligence of Reading Disabled Students

1986 ◽  
Vol 63 (3) ◽  
pp. 1243-1250 ◽  
Author(s):  
Richard Sinatra ◽  
Louis Primavera ◽  
William J. Waked
Keyword(s):  
Construct Validity ◽  
Learning Style ◽  
Spatial Domain ◽  
Disabled Students ◽  
Learning Style Inventory ◽  
Visual Spatial ◽  
Verbal Scale ◽  
The Relationship ◽  
Performance Scale ◽  
Reading Disabled

This study examined the relationship between elements of the Learning Style Inventory and various scales of the WISC—R for reading disabled students. Previous research generally suggests that reading disabled students have preferences that tap the visual-spatial domain and have higher WISC—R Performance Scale and subtest scores than Verbal Scale and subtest scores. Subjects with IQs of 90 or better on either the Verbal or Performance Scales of the WISC—R and a consistency score of 75 or better on the inventory were selected. Contrary to what might be expected, data generally showed a nonmeaningful pattern of correlations between scales of the Learning Style Inventory and WISC—R Performance-type functioning. However, as an important part of the validation of the inventory, lack of association between the two can be interpreted as support for its construct validity.

Construct Validity of Kolb's Learning Style Inventory, Using Factor Analysis and Guttman's Smallest Space Analysis

1986 ◽  
Vol 63 (3) ◽  
pp. 1323-1326 ◽  
Author(s):  
Noomi Katz
Keyword(s):  
Factor Analysis ◽  
Construct Validity ◽  
Learning Style ◽  
Undergraduate Students ◽  
Two Dimensions ◽  
Underlying Structure ◽  
Learning Style Inventory ◽  
David Kolb ◽  
Circular Structure ◽  
Hebrew Version

The Learning Style Inventory developed by David Kolb assesses learners' preferences for specific phases of a model of an experiential learning cycle. A Hebrew version of Kolb's inventory was administered to 739 undergraduate students from nine major study areas, after investigating the instrument's cross-cultural equivalence. In accordance with hypothesized underlying structure, two-factor solutions corresponding to the experiential model's two dimensions, clearly emerged in the factor analysis. While the over-all circular structure of the model is presented strongly using Guttman's SSA procedure, both findings provide construct validity for the inventory and support the generalizability to a different culture of the learning process proposed by Kolb.

Comparison of Learning Styles between Physical Education and Dance Majors

1984 ◽  
Vol 58 (2) ◽  
pp. 583-588 ◽  
Author(s):  
Dorothy B. Zakrajsek ◽  
Rebecca L. Johnson ◽  
Diane B. Walker
Keyword(s):  
Physical Education ◽  
Learning Styles ◽  
Learning Style ◽  
T Test ◽  
Education Majors ◽  
Learning Style Inventory ◽  
Physical Education Majors

Learning styles of dance and physical education majors were described and compared. Subjects were 167 declared majors in 1982 from 9 universities (87 PE, 80 dance; 44 males, 115 females). Kolb's Learning Style Inventory which measures abstractness or concreteness and activity or reflectivity was given. By t test (.05) no significant differences in preferred learning style were found between majors or genders.

Effect of Perceptual Style Strength on Acquisition of a Novel Motor Task

1987 ◽  
Vol 65 (3) ◽  
pp. 743-747
Author(s):  
Cathy Buell ◽  
Frank Pettigrew ◽  
Stephen Langendorfer
Keyword(s):  
Learning Style ◽  
Motor Task ◽  
Tennis Ball ◽  
Learning Style Inventory ◽  
Bottom Quartile ◽  
Perceptual Style ◽  
Perceptual Preferences ◽  
Group 3 ◽  
Group 2 ◽  
Perceptual Preference

The purpose of this study was to investigate the effect of the strength of perceptual style preference on the acquisition of a novel motor task. The Physical Needs element of the Learning Style Inventory was administered to 98 students, 14 to 15 yr. old, to determine the strength of their perceptual preferences for processing auditory, visual, and kinesthetic/tactile information. Subjects practiced the tennis-ball basket-bounce test as a novel task 8 times (3 practice and 5 test trials) per day for 9 days. Subjects were grouped according to the strength of their perceptual preferences: Group 1 ( n = 15) in the top quartile on all perceptual modes; Group 2 ( n = 16) at the median on all modes; and Group 3 ( n = 14) in the bottom quartile on all modes. Scores on the ball-bounce task were compared across groups using a 3 (groups) × 9 (days) analysis of variance. There were over-all significant differences between perceptual-preference groups and across days, but no significant interaction was detected. The composite strength of perceptual-style preference as measured is potentially important in acquisition of this motor skill.

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