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