Learning style, judgements of learning, and learning of verbal and visual information.
The concept of learning style is immensely popular despite the lack of evidence showing that learning style influences performance. This study tested the hypothesis that the popularity of learning style is maintained because it is associated with subjective aspects of learning, such as judgements of learning (JOLs). Preference for verbal and visual information was assessed using the revised Verbalizer-Visualizer Questionnaire (VVQ). Then, participants studied a list of word pairs and a list of picture pairs, making JOLs (immediate, delayed, and global) while studying each list. Learning was tested by cued recall. The results showed that higher VVQ verbalizer scores were associated with higher immediate JOLs for words, and higher VVQ visualizer scores were associated with higher immediate JOLs for pictures. There was no association between VVQ scores and recall or JOL accuracy. As predicted, learning style was associated with subjective aspects of learning but not objective aspects of learning.
Central Michigan University, Mount Pleasant, Michigan, USA.
Abby R
AR
Knoll
Central Michigan University, Mount Pleasant, Michigan, USA.
Hajime
http://orcid.org/0000-0002-2347-8715
H
Otani
Central Michigan University, Mount Pleasant, Michigan, USA.
Reid L
RL
Skeel
Central Michigan University, Mount Pleasant, Michigan, USA.
K Roger
KR
Van Horn
D000161:Acoustic Stimulation; D000293:Adolescent; D003071:Cognition / Q000502:physiology*; D003463:Cues; D005260:Female; D006801:Humans; D007600:Judgment / Q000502:physiology*; D007858:Learning / Q000502:physiology*; D011939:Mental Recall / Q000502:physiology; D010775:Photic Stimulation; D011795:Surveys and Questionnaires; D013997:Time Factors; D055815:Young Adult
cued recall; judgement of learning; learning style