[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-293485-105":59,"doc-detail-293485-en":131},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":124,"head_meta":126,"extra_data":128,"updated_unix":130},105,"en","the-enduring-appeal-of-learning-styles","The Enduring Appeal of Learning Styles","","An Elizabeth Kenny McCann Journal Club session examining learning styles inventories, their history, and major criticisms. It outlines whether learning styles assessments constitute psychometric testing or merely categorize preferences, notes the absence of consensus, and highlights problems such as no predictive validity, conflation with personality and cognitive theories, and limited practical value. Concerns include wasted teaching time, evidence versus fashion or fads, commercial interests, stereotyping, and labeling students, contrasted with questions about classroom action.",{"@graph":69,"@context":123},[70,84,106],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":20,"@type":76,"position":81},"https://docshare.wps.com/document/exam/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/the-enduring-appeal-of-learning-styles/293485/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/the-enduring-appeal-of-learning-styles/293485.png","ImageObject",300,407,{"name":92,"@type":93},"Jacob","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-20","2026-09-17",true,{"@type":102,"interactionType":103,"userInteractionCount":105},"InteractionCounter",{"@type":104},"ViewAction",12,{"@type":107,"mainEntity":108},"FAQPage",[109,115,119],{"name":110,"@type":111,"acceptedAnswer":112},"What does the session say learning styles inventories are supposed to do?","Question",{"text":113,"@type":114},"They are presented as either a form of psychometric testing or as tools for categorizing learning preferences. The session emphasizes uncertainty about their basis and usefulness.","Answer",{"name":116,"@type":111,"acceptedAnswer":117},"What are the main arguments against learning styles according to the session?",{"text":118,"@type":114},"There is no consensus on learning styles, no predictive validity, and learning styles are conflated with personality types and cognitive theories. The session also suggests the framework reflects Western, entity-focused psychology rather than process-focused theories.",{"name":120,"@type":111,"acceptedAnswer":121},"What practical issues does the session raise about using learning styles in teaching?",{"text":122,"@type":114},"It raises concerns about wasted teaching time, whether the approach is evidence-based or a fad, commercial aspects, and the risk of stereotyping or labeling students. It also questions what teachers would actually do if assessments were valid.","https://schema.org",{"og:url":83,"og:type":125,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":127,"canonical":83},"index,follow",{"doc_id":129,"site_id":62},293485,1789664542,{"code":4,"msg":5,"data":132},{"doc_id":129,"user_id":133,"nickname":92,"user_avatar":134,"doc_module":4,"category_id":19,"category_name":20,"doc_title":65,"doc_description":67,"doc_content":135,"file_id":136,"file_url":137,"file_type":138,"file_size":139,"view_count":105,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":44,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":130,"read_time":144},962084931830,"https://ap-avatar.wpscdn.com/davatar_a8503ba1806abce46bf441b54a3ca4cd","Welcome to the Elizabeth Kenny McCann Journal Club!  \nThe Enduring Appeal of Learning Styles  \n• Catherine Scott describes the history and some of the problems with learning styles inventories and their use in her 2010 paper.  \nWhat are Learning Styles  \n• A form of psychometric testing?  \n• Categorizing learning preferences  \n• Developed from early ATI work in 1970’s  \n• 71 different theories/forms!  \nNeuromyths?  \nProblems?  \n• No Consensus on LS (or TS)  \n• Conflation of LS with personality types, and cognitive theories  \n• No predictive validity  \n• Theory reflects western entity focused psychology rather than process focused theories  \n• motivation over-rides them with no contest  \nConcerns with LSIs  \n• Wasted teaching time  \n• Evidence or fashion/fad?  \n• Commercial aspects  \n• Stereotyping?  \n• Labelling students?  \n• Similar concerns with Teaching Styles Inventories?  \n• Practical Value?  \nPractical Application  \n“In this class there is a serialist pragmatist kinaesthetic learner (who is also field-dependent, not to mention his MBTI) primarily a convergent thinker, high on logico-mathematical intelligence but low on linguistic intelligence, sitting next to a holist, reflector, primarily visual and fieldindependent. . . who is also chronically shy (no-one mentions that) .  \nEven assuming that such things can be assessed with some validity and reliability, which is itself far from clear — what are you going to do about it? There are after all thirty other students in the class, each of whom could be described in similar terms. And two-thirds of them are female, and one-third male (two of whom are gay) . Five of the class are from ethnic minorities, two are dyslexic, one is visually impaired, and three are clinically depressed (although only one of them knows it) . Six are \"mature\" students — at least, they are chronologically over 25 .”  \nIn other words, a fairly typical class, composed of people. (One of them also has his Yorkshire terrier in a holdall, but perhaps we can ignore that.) James Atherton-2009  \nRead more: Learning styles don't matter  \nA final quote  \n\"The contrast between the enormous popularity of the learning-styles approach within education and the lack of credible evidence for its utility is, in our opinion, striking and disturbing. If classification of students’ learning styles has practical utility, it remains to be demonstrated.“  \nPashler H, McDaniel M, Rohrer D and Bjork R (2008) \"Learning Styles; concepts and evidence\" Psychological Science in the Public Interest vol.  \n9 no.3; available on-line at  \n[http://www.psychologicalscience.org/journals/pspi/PSPI_9_3.pdf](http://www.psychologicalscience.org/journals/pspi/PSPI_9_3.pdf)  \naccessed 21 December 2013]  \nResource  \nRead more: On learning styles  \n[http://www.learningandteaching.info/learning/learning_styles.h](http://www.learningandteaching.info/learning/learning_styles.h)[tm\\#ixzz33VbGjXso](tm#ixzz33VbGjXso)","cbCaitaQupMgDeLd","https://ap.wps.com/l/cbCaitaQupMgDeLd","pdf",217765,"English","# The Enduring Appeal of Learning Styles\n## What are Learning Styles\n## Neuromyths and Problems\n## Concerns with Learning Style Inventories\n## Practical Application\n## Final Quote and Sources","[{\"question\":\"What does the session say learning styles inventories are supposed to do?\",\"answer\":\"They are presented as either a form of psychometric testing or as tools for categorizing learning preferences. The session emphasizes uncertainty about their basis and usefulness.\"},{\"question\":\"What are the main arguments against learning styles according to the session?\",\"answer\":\"There is no consensus on learning styles, no predictive validity, and learning styles are conflated with personality types and cognitive theories. The session also suggests the framework reflects Western, entity-focused psychology rather than process-focused theories.\"},{\"question\":\"What practical issues does the session raise about using learning styles in teaching?\",\"answer\":\"It raises concerns about wasted teaching time, whether the approach is evidence-based or a fad, commercial aspects, and the risk of stereotyping or labeling students. It also questions what teachers would actually do if assessments were valid.\"}]","The Enduring Appeal of Learning Styles | PDF",23]