Learning Styles and Correlates

1985 ◽  
Vol 56 (1) ◽  
pp. 243-246 ◽  
Author(s):  
Robert R. Hayden ◽  
Margery S. Brown
Keyword(s):  
Middle Class ◽  
Learning Styles ◽  
Learning Style ◽  
College Freshmen ◽  
College Experience ◽  
Significant Shift ◽  
Discriminant Functions ◽  
Men And Women ◽  
Follow Up Study

In the first of two investigations, 116 college freshmen and senior men and women from middle-class backgrounds responded to measures which assessed their preferred learning styles. Differences between classes indicated that, whereas freshmen were heterogeneous in the choices of learning style, seniors preferred learning through abstract conceptualization. Canonical discriminant functions further differentiated sexes and classes. In a follow-up study, 29 seniors who participated in the first study as freshmen again responded to the measures. As seniors they were predominantly abstract conceptualizers, suggesting that learning styles do shift over the four-year college experience. Discriminant functions correctly classified 73% of cases by sex and class. Results are discussed in light of Kolb's theory as related to this significant shift in preferred learning style.

Cumulative years in occupation and the risk of hip or knee osteoarthritis in men and women: a register-based follow-up study

2012 ◽  
Vol 69 (5) ◽  
pp. 325-330 ◽  
Author(s):  
Susan Andersen ◽  
Lau Caspar Thygesen ◽  
Michael Davidsen ◽  
Karin Helweg-Larsen
Keyword(s):  
Knee Osteoarthritis ◽  
Men And Women ◽  
Follow Up Study

scholarly journals The Learning Styles Neuromyth Is Still Thriving in Medical Education

2021 ◽  
Vol 15 ◽  
Author(s):  
Philip M. Newton ◽  
Hannah Farukh Najabat-Lattif ◽  
Gabriella Santiago ◽  
Atharva Salvi
Keyword(s):  
Learning Styles ◽  
Learning Style ◽  
Research Evidence ◽  
Educational Practice ◽  
Health Professions ◽  
Fundamental Principle ◽  
Evidence Based ◽  
Research Papers ◽  
Sensory Preference

Learning Styles theory promises improved academic performance based on the identification of a personal, sensory preference for informational processing. This promise is not supported by evidence, and is in contrast to our current understanding of the neuroscience of learning. Despite this lack of evidence, prior research shows that that belief in the Learning Styles “neuromyth” remains high amongst educators of all levels, around the world. This perspective article is a follow up on prior research aimed at understanding why belief in the neuromyth of Learning Styles remains so high. We evaluated current research papers from the field of health professions education, to characterize the perspective that an educator would be given, should they search for evidence on Learning Styles. As in earlier research on Higher Education, we found that the use of Learning Style frameworks persist in education research for the health professions; 91% of 112 recent research papers published on Learning Styles are based upon the premise that Learning Styles are a useful approach to education. This is in sharp contrast to the fundamental principle of evidence-based practice within these professions. Thus any educator who sought out the research evidence on Learning Styles would be given a consistent but inaccurate endorsement of the value of a teaching technique that is not evidence based, possibly then propagating the belief in Learning Styles. Here we offer perspectives from both research and student about this apparent mismatch between educational practice and clinical practice, along with recommendations and considerations for the future.

Shifts in Fear of Success in Men and Women from 1968 to 1987

1987 ◽  
Vol 61 (1) ◽  
pp. 36-38 ◽  
Author(s):  
Darhl M. Pedersen ◽  
Tracy Conlin
Keyword(s):  
Women's Liberation ◽  
Fear Of Success ◽  
Cultural Changes ◽  
Men And Women ◽  
Follow Up Study ◽  
Women’S Liberation ◽  
Societal Changes ◽  
The Impact

A follow-up study on feat of success was completed 19 years after Horner collected her data in 1968. It was hypothesized that cultural changes relating to women's liberation would result in fewer women and more men exhibiting fear of success compared to Horner's findings. 25 men and 25 women were tested using Horner's procedures to facilitate comparisons. A higher percentage of men exhibited fear of success than Horner reported; however, the percentage of women remained about the same. Apparently, the impact of societal changes on men has been greater than on women.

scholarly journals Benzodiazepines Predict Use of Opioids—A Follow-Up Study of 17,074 Men and Women

Pain Medicine ◽  
2010 ◽  
Vol 11 (6) ◽  
pp. 805-814 ◽  
Author(s):  
Svetlana Skurtveit ◽  
Kari Furu ◽  
Jørgen Bramness ◽  
Randi Selmer ◽  
Aage Tverdal
Keyword(s):  
Men And Women ◽  
Follow Up Study

scholarly journals Estilos de aprendizaje: La experiencia de la Escuela Preparatoria Técnica Médica en la Universidad Autónoma de Nuevo León, México

2018 ◽  
Vol 22 (2) ◽  
pp. 1
Author(s):  
Pedro César Cantú-Martínez ◽  
Julia Magdalena Rojas-Márquez
Keyword(s):  
Learning Styles ◽  
Medical School ◽  
Learning Style ◽  
Professional Preparation ◽  
Nuevo Leon ◽  
Men And Women ◽  
Nuevo León

This article aims to clarify the learning style of students in the Medical School at the Autonomous University of Nuevo Leon (Mexico). In this research participated 333 students, men and women. They responded to a Honey-Alonso questionnaire to determine their learning styles. The results showed that the participants tend to possess a reflective and pragmatic learning style, which is consistent with the orientation of their professional preparation, and with other similar studies.

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