NotesFAQContact Us
Search Tips
Back to results
Peer reviewed Peer reviewed
PDF on ERIC Download full text
ERIC Number: EJ1211960
Record Type: Journal
Publication Date: 2019
Pages: 11
Abstractor: As Provided
ISSN: EISSN-2227-7102
Matching Instruction with Modality-Specific Learning Style: Effects on Immediate Recall and Working Memory Performance
Aslaksen, Karoline; Lorås, Håvard
Education Sciences, v9 Article 32 2019
A well-known hypothesis in education and amongst the general public is that matching instructional method with an individual's modality-specific learning style improves learning and cognitive performance. Several critical reviews in the past decade, however, have shown that the hypothesis has not been properly evaluated with appropriate methodology. Furthermore, the association between learning style and other cognitive abilities such as working memory has not been examined. Thus, the aim of the current study was to examine the association between modality-specific learning style, immediate recall, and working memory performance. University students with visual or auditory learning styles were randomly assigned to one of two instructional methods and then given a multiple-choice recall test. In addition, the participants completed working memory tasks with visual or auditory presentation. The results failed to support the matching hypothesis or any association between modality-specific learning style and working memory.
MDPI AG. Klybeckstrasse 64, 4057 Basel, Switzerland. Tel: e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Wechsler Adult Intelligence Scale