Styles of Learning and Thinking Matter in Instruction and Assessment
- 1 November 2008
- journal article
- research article
- Published by SAGE Publications in Perspectives on Psychological Science
- Vol. 3 (6), 486-506
- https://doi.org/10.1111/j.1745-6924.2008.00095.x
Abstract
There are two styles of learning and thinking: ability based and personality based. The former are assessed by maximum-performance tests, and the latter are assessed by typical-performance tests. We argue that both kinds of styles matter for instruction and assessment in school. In particular, shaping lessons based on an awareness that people learn and think in different ways can lead to improved instructional outcomes. We describe one ability-based theory and one personality-based theory and present supporting data from multiple studies relevant to each.This publication has 41 references indexed in Scilit:
- The Rainbow Project: Enhancing the SAT through assessments of analytical, practical, and creative skillsIntelligence, 2006
- A Threefold Model of Intellectual StylesEducational Psychology Review, 2005
- Further Cross-Cultural Validation of the Theory of Mental Self-GovernmentThe Journal of Psychology, 1999
- A Triarchic Analysis of an Aptitude-Treatment InteractionEuropean Journal of Psychological Assessment, 1999
- Identification, Instruction, and Assessment of Gifted Children: A Construct Validation of a Triarchic ModelGifted Child Quarterly, 1996
- The triarchic model applied to identifying, teaching, and assessing gifted children1Roeper Review, 1995
- STYLES OF THINKING IN THE SCHOOLEuropean Journal of High Ability, 1995
- Mental Self-Government: A Theory of Intellectual Styles and Their DevelopmentHuman Development, 1988
- An aptitude × strategy interaction in linear syllogistic reasoning.Journal of Educational Psychology, 1980
- Adaptors and innovators: A description and measure.Journal of Applied Psychology, 1976