The learning styles hypothesis--and particularly the meshing hypothesis--state that learners' preferences about their preferred modality of learning (i.e., visual, aural, or kinesthetic) predict learning gains on academic tasks. Despite the fact that this hypothesis is not borne out by the scientific evidence available to us, it still remains in…

Studies on second language (L2) learners' strategies tended to characterize strategies as individual learners' cognitive predispositions or personality traits, leaving a critical question unanswered: Why do learners use different strategies in different contexts? From a sociocultural perspective, this article pursued this question by focusing on…

Many studies of comprehension strategies instruction rely on an internalization metaphor of strategy learning. In this view, strategies eventually enter students' heads after repeated interactions with teachers who introduce strategies and control how they are used. In this article, the author discusses the limitations of the internalization view…

Our essential premise in this article is that immersive learning is not new and that, as a practical matter, it is useful to view the relatively new virtual world platforms through that lens. By doing so, the premise continues, developers of learning experiences for these spaces will have a large theoretical base upon which to draw, as well as…

For some teachers, the increasing attention to digital and multimodal composing in English and Language Arts classrooms has brought into sharp relief the profession's investment in print as the primary means of expression. Although new forms of communication that combine words, still and moving images, and animation have begun to dominate digital…

We consider how to differentiate instruction using a theory of thinking styles as a basis for differentiation. The article opens with a consideration of why styles are important. Then it considers some general characteristics of styles, presents the theory of mental self-government, considers issues of measurement, and presents data supporting the…

This article summarizes research regarding economics education relating to how teacher preparation and training influence student understanding, the role of instructional materials in increasing economic understanding, and how attributes of students influence their ability to learn economics. (CB)

This article provides an overview of how people learn and strategies that can be taught to individuals to improve their levels of academic achievement. Several examples from recent case studies illustrate cognitive controls and profiles as well as the procedures and materials employed in augmentation and transfer training. (MT)

A prototype cognitive neuroscience/learning style preservice teacher education program was designed and experimentally implemented at The Ohio State University. The program is described and results of two followup studies are summarized. (MT)

The Academic Intervention Program in Urbana, Ohio began as an exploration into the nature of individual differences in students and how they learn. The metacognitive approach and systematic work on learning styles and strategies points to a promising future in integrating the brain and learning. (MT)

The National Association of Secondary School Principals formed a national task force on learning styles, defining them as the composite of cognitive, affective, and physiological factors that indicate how a learner approaches learning. The goal was to develop a workable diagnostic instrument leading to personalized education. (MT)

The Multidisciplinary Cognitive and Neuroscience Research Group at Ohio State University was established to improve communications among faculty, practitioners, and students in the fields of education and psychology. The program is described. Benefits and drawbacks are explored. (MT)

Matching learning styles and teaching methods may help students develop to their fullest capabilities. A brief historical view of research on teaching methods is offered, and various learning and teaching styles are defined and categorized. Future predictions focus on improved classroom management, increased student involvement, and changes in…

Using a question-and-answer format, this article presents information to help schools become more familiar with the concept of learning styles. Students appear to be able to identify their preferences and absorb more in environments that complement their strengths. (DF)

This article cites various research studies on matching learning and teaching styles and discusses possible problems of this approach. Several aspects of matching learning and teaching styles are offered for consideration: the effect of teaching on learning, classroom management, and how styles affect classrooms. (DF)