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ERIC Number: ED464150
Record Type: Non-Journal
Publication Date: 2002-Apr
Pages: 39
Abstractor: N/A
Reference Count: N/A
A Critical Review of the Cognitive and Learning Style Literature through Citation Analysis.
Desmedt, Ella; Valcke, Martin
This paper proposes a way to organize the literature on cognitive and learning styles that avoids the shortcomings of existing taxonomies. Most existing reviews and organizations of literature in the field can be criticized on the basis of inconsistency, selectivity, lack of scientific criteria, failure to consider scientific impact, bias, and lack of context. Citation analysis is suggested as the methodology for developing an alternative organization. Citation analysis is a quantitative research approach based on the use of the citation indexes. The approach generally uses two measures of scientific activity: citation rates of authors, documents, and journals, and the number of citation links between authors, documents, and journals. In this study, citation analysis was used to develop a taxonomy of cognitive and learning style by examining records from the Social Science Citation Index (online) from 1972 through the present. Searches for cognitive style and learning style yielded a combined file of all entries on both terms since 1972. Data were analyzed with Bibexcel, a tool for manipulating bibliographic data, to cluster co-citation pairs. The different organizations of the data were combined to an overall structure, represented visually by a figure that supports three general conclusions about the cognitive and learning style research. This research differs greatly at quantitative and qualitative levels. It identifies what both fields have in common: the heritage of H. Witkin, and as a third conclusion, it can be seen that additional conclusions can be drawn when the variety of models within both fields is considered. An appendix lists references contained in the alternative organization of the field. (Contains 7 tables and 37 references.) (SLD)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A