Learning styles and the human brain: what does the evidence tell us?

2018 ◽  
Author(s):  
Francisco J. Álvarez-Montero
Keyword(s):  
Learning Styles ◽  
Human Brain ◽  
Reliability And Validity ◽  
Simple Algorithm ◽  
Multiple Intelligence ◽  
The Self ◽  
Multiple Intelligence Theory ◽  
Psychometric Instruments ◽  
Intelligence Theory ◽  
The Brain

Learning styles are a widespread idea that has high levels of acceptance in education and psychology. The promises of adopting the construct range from gains in academic performance, to the development of respect for the self and others. Nevertheless, from a scientific perspective it remains highly controversial. Most studies indicate that matching teaching to the learning styles of students does not improve learning, and that their psychometric instruments do not show enough reliability and validity. In this sense, this paper investigated if the postulates of learning styles are consistent with the way the human brain process information. Moreover, the trend of the accumulated evidence about learning styles was analyzed, using a simple algorithm, to determine if they are a proven, debatable, improbable or denied phenomenon. Results show: (1) that learning styles, along with the multiple intelligence theory and the left or right-brained hypothesis, are not compatible with what is currently know about the inner workings of the brain; (2) that the trend of the evidence, although still limited, does not favor learning styles; (3) that as a phenomenon styles are classified as improbable.

Identifying Ways We Learn

2020 ◽  
pp. 87-114
Author(s):  
Sharon J. Paul
Keyword(s):  
Learning Styles ◽  
Learning Style ◽  
Multiple Intelligence ◽  
Single Measurement ◽  
Multiple Intelligence Theory ◽  
Iq Test ◽  
Educational Theories ◽  
Entry Points ◽  
Choral Rehearsal ◽  
Intelligence Theory

This chapter examines the validity and relevance of two frequently discussed educational theories: Multiple Intelligence Theory and Learning Styles. Howard Gardner’s Multiple Intelligence Theory encourages educators to look beyond the standard IQ test as a single measurement of a student’s potential. Rather, he encourages educators to look at students more holistically as defined by eight different intelligences. The chapter continues by explaining that scientific studies do not support the commonly held belief that students learn best through their preferred learning style. Instead, research demonstrates that information learned through multiple sensory entry points will have more triggers for recollection, thus increasing chances for recall. The author shares a variety of exercises created to take advantage of this brain principle in the choral rehearsal. This chapter further explores the brain’s affinity as a pattern-seeking device to respond to structure, and ways to use that affinity as an aid to learning.

Learning styles and the human brain: what does the evidence tell us?

2019 ◽  
Author(s):  
Francisco J. Álvarez-Montero
Keyword(s):  
Learning Styles ◽  
Human Brain ◽  
Instructional Strategy ◽  
Multimodal Interaction ◽  
Reliability And Validity ◽  
Brain Regions ◽  
Learning Preferences ◽  
Synaptic Activity ◽  
Physical Infrastructure ◽  
The Brain

Learning Styles (LS) are a very popular idea in Education and Psychology. However, most studies indicate that matching the instructional strategy to the students’ LS does not improve learning, and that their inventories do not have acceptable levels of reliability and validity. The research presented here compares the theoretical hypotheses of LS, with what is currently known about the architecture of the human brain, and the way it processes information to make sense of the environment and learn. Thus, providing new evidence on the subject that has not been previously discussed. The analysis shows that the brain is composed of a set of anatomically distributed networks, where there is a permanent cross-modal or multimodal interaction, between different types of specialized neuron modules and brain regions. Something which is not compatible with the notions of unimodality and fractional or partial modality, proposed by LS advocates. Furthermore, evidence on white matter plasticity and synaptic activity, point out that part of the physical infrastructure required to master a new ability, needs to be created on demand, contradicting the hypothesis that LS are innate learning preferences. Finally, although it can be said that there is some level of resemblance between LS and the brain, such an association cannot be easily made.

The Relationship Between Gardner’s Multiple Intelligence and Kolb’s Learning Style

2012 ◽  
Vol 3 (3) ◽  
pp. 52-59 ◽  
Author(s):  
Neo Tse Kian ◽  
Sahar Sabbaghan
Keyword(s):  
Individual Differences ◽  
Learning Styles ◽  
Work Environment ◽  
Learning Style ◽  
Multiple Intelligence ◽  
Multiple Intelligence Theory ◽  
Concrete Experience ◽  
Intelligence Theory ◽  
Subject Areas ◽  
The Relationship

In a diverse work environment, it’s important to have diverse managers, and people with different talents and intelligence in order to deal with different problems. The concept of learning styles is used to describe individual differences in the way people learn. According to Kolb (1984), each person has a unique way to absorb and process experiences and information. He has identified four statistically prevalent learning styles- diverging, assimilating, converging, and accommodating. Gardner’s Multiple Intelligence Theory is very helpful to recognize that people have differing aptitude in different subject areas. In the study, the participants consisted of 153 bachelor students of Management of Multimedia University of Malaysia. They were given two questionnaires, one for Kolb’s learning style and other for Gardner’s Multiple Intelligence inventory and a correlation was conducted. The results showed that there was a significant relationship between Kolb’s Learning Style and Multiple Intelligence. The relationship could be seen particularly in Abstract Conceptualization (AC) and Multiple Intelligences which were Nature, kinesthetic, music, word, interpersonal, and picture. And also a slight relationship between Concrete Experience (CE) and kinesthetic and nature. The results can be found deeper in this article.

Enhancing 21st Century Learning Using Digital Learning Objects and Multiple Intelligence Theory

2020 ◽  
pp. 19-40
Author(s):  
Emma O Brien
Keyword(s):  
Higher Education ◽  
Learning Styles ◽  
21St Century ◽  
Learning Objects ◽  
Multiple Intelligence ◽  
Digital Learning ◽  
Multiple Intelligence Theory ◽  
Societal Needs ◽  
Intelligence Theory ◽  
Digital Learning Objects

The educational system is undergoing radical pressure to change. The increased need for individuals to learn and adapt has resulted in a huge demand for higher education. However, higher educational institutes are failing to keep pace with learner and societal needs. Firstly, the skills profile required for individuals to succeed is changing; there is a change in emphasis from discipline-specific to transversal skills due to the dynamic labor market. Secondly, the learner profile has changed with individuals from diverse backgrounds, cultures, abilities, and contexts, and catering for such a diverse range of students is challenging. Technology is a key enabler in providing HEIs with the means to address such issues. This chapter explores a conceptual model which integrates pedagogical approaches such as multiple intelligence theory, learning styles, competency-based education with digital technologies to offer a solution to some of the concerns facing higher education in the 21st century.

The Impact of the Relationship between Gardner's Multiple Intelligence and Kolb's Learning Style

2014 ◽  
pp. 175-185
Author(s):  
Tse-Kian Neo ◽  
Sahar Sabbaghan
Keyword(s):  
Learning Styles ◽  
Learning Style ◽  
Multiple Intelligence ◽  
Multiple Intelligence Theory ◽  
Intelligence Theory ◽  
Subject Areas ◽  
Planning Development ◽  
The Right ◽  
The Impact ◽  
The Relationship

In a diverse work environment, it is important to have diverse leaders, managers, and people with different talents and intelligence in order to deal with different problems. In this case, each individual can know their own strength and weakness, and know which position works best for them. The concept of learning styles is used to describe individual differences in the way people learn. According to Kolb (1984), each person has a unique way to absorb and process experiences and information. He has identified four statistically prevalent learning styles- diverging, assimilating, converging, and accommodating. On the other hand, Gardner's Multiple Intelligence Theory is very helpful to recognize that people have differing aptitude in different subject areas. This chapter documents a study in which the participants consisted of 153 bachelor students of Management from the Multimedia University of Malaysia. They were given two questionnaires, one for Kolb's learning style and other for Gardner's Multiple Intelligence inventory and a correlation was conducted. The results showed that there was a significant relationship between Kolb's Learning Style and Multiple Intelligence. The relationship could be seen particularly in Abstract Conceptualization (AC) and Multiple Intelligences which were Nature, kinesthetic, music, word, interpersonal, and picture. The results also indicated that the majority of the participants are between AC and AE which means they are convergers. Having the right information for companies can be beneficial since knowing how their employees learn can lead to a diverse workplace that would have significant results on organizational structure, planning, development, and operation.

Multiple Intelligence Theory in the Digital Age of Learning

2020 ◽  
pp. 1-18
Author(s):  
Aubrey L. C. Statti ◽  
Kelly M. Torres
Keyword(s):  
Education Research ◽  
Learning Styles ◽  
Learning Environments ◽  
Multiple Intelligence ◽  
Technology In The Classroom ◽  
Multiple Intelligence Theory ◽  
Use Of Technology ◽  
Technology Applications ◽  
Intelligence Theory

The understanding of how individuals learn is continually changing. With the tremendous influence of technology in the classroom, it is vital that educators integrate the use of technology with specific attention and profound thought with respect to the needs of learners, including the role of multiple intelligences. Moreover, learning environments are now customizable due to new communication and information technology tools that are revolutionizing education. Research indicates the need to coordinate the use of technology with the style in which students learn. With the tremendous options and continual transformations available, educators must appraise instructional techniques, specifically the use of technology, with consideration to various learning styles and intelligences in order to engage students in their learning and also to reinforce learning in various ways. This article seeks to explore the concepts of multiple intelligence theory through technology applications.

scholarly journals Multiple Intelligences and Success in School Studies

2020 ◽  
Vol 9 (6) ◽  
pp. 107
Author(s):  
Roman Yavich ◽  
Irina Rotnitsky
Keyword(s):  
Middle School ◽  
Learning Styles ◽  
Learning Style ◽  
Multiple Intelligence ◽  
Seventh Graders ◽  
School Students ◽  
Multiple Intelligence Theory ◽  
Intelligence Theory ◽  
The Relationship

The applications of multiple intelligence theory in education are wide. Students apply the learning in the classroom according to their own dominant intelligence and learning style, which is most effective for them. Combining learning styles with dominant intelligences enhances the students' learning processes.The purpose of this case study is to examine the relationship between dominant intelligences according to Gardner's multiple intelligence theory and middle school students' academic achievement. A case study was conducted in Israel, in a middle school, among seventh-graders and involved 158 students.Findings indicated that in excellent classes - 80.9% of students had logical intelligence, in at least one of the levels of dominance; in ordinary classes only 48.4% of students have logical intelligence, at least in one of the levels of dominance. We also examined the relationship between the amount of dominant intelligences among students in all classes, excellent and ordinary. Findings indicated that in excellent classes the percentage of students with two or three dominant intelligences was higher than the percentage in ordinary classes. It is important to note that these are not just the logical and verbal, but also all types of intelligences, such as spatial, musical, kinetic and others.In conclusion, the dominant intelligences that highly influence and measure achievement in the education system are not the logical-mathematical and the linguistic-verbal, but the only logical-mathematical. Moreover, the amount of intelligences at the dominant levels can predict and indicate student's success at school.

scholarly journals On The Verge of the Hybrid Mind

2021 ◽  
Vol 1 (1) ◽  
pp. 30-43
Author(s):  
Surjo Soekadar ◽  
Jennifer Chandler ◽  
Marcello Ienca ◽  
Christoph Bublitz
Keyword(s):  
Human Brain ◽  
Natural Environment ◽  
The Body ◽  
The Self ◽  
Cognitive Systems ◽  
Privacy And Security ◽  
Technological Artifacts ◽  
Mind And Body ◽  
The Mind ◽  
The Brain

Recent advances in neurotechnology allow for an increasingly tight integration of the human brain and mind with artificial cognitive systems, blending persons with technologies and creating an assemblage that we call a hybrid mind. In some ways the mind has always been a hybrid, emerging from the interaction of biology, culture (including technological artifacts) and the natural environment. However, with the emergence of neurotechnologies enabling bidirectional flows of information between the brain and AI-enabled devices, integrated into mutually adaptive assemblages, we have arrived at a point where the specific examination of this new instantiation of the hybrid mind is essential. Among the critical questions raised by this development are the effects of these devices on the user’s perception of the self, and on the user’s experience of their own mental contents. Questions arise related to the boundaries of the mind and body and whether the hardware and software that are functionally integrated with the body and mind are to be viewed as parts of the person or separate artifacts subject to different legal treatment. Other questions relate to how to attribute responsibility for actions taken as a result of the operations of a hybrid mind, as well as how to settle questions of the privacy and security of information generated and retained within a hybrid mind.

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