An Empirical Evaluation of the Neurolinguistic Programming Model

Wc, Coe; Ja, Scharcoff

doi:10.1080/00207148508406967

Cited by 11 publications

(3 citation statements)

References 4 publications

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“…They all provided unequivocally negative results. The preferred modality was researched into by Gumm, Walker and Day (1982), and also by Coe and Scharcoff (1985). In both cases the results did not support the neuro-linguistic programming theory.…”

Section: Qualitative Analysismentioning

confidence: 62%

Thirty-Five Years of Research on Neuro-Linguistic Programming. NLP Research Data Base. State of the Art or Pseudoscientific Decoration?

Witkowski¹

2010

Polish Psychological Bulletin

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Section: Qualitative Analysismentioning

confidence: 62%

Thirty-Five Years of Research on Neuro-Linguistic Programming. NLP Research Data Base. State of the Art or Pseudoscientific Decoration?

Witkowski¹

2010

Polish Psychological Bulletin

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“…Dowd and Petty (1982), Gumm, Walker, and Day (1982), Dowd and Hingst (1983), Henry (1984), and Coe and Scharcoff (1985) found no support for a preferred modality in clinical or laboratory settings. Falzett (1981), however, found that therapists who matched clients' primary representational system were reported to be more trustworthy than therapists who did not.…”

Section: Research and Appraisalmentioning

confidence: 99%

An Ericksonian model of hypnotherapy.

Matthews¹,

Lankton²,

Lankton³

1993

Handbook of Clinical Hypnosis.

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was generally acknowledged to be the world's leading practitioner of medical hypnosis. He had a life-long dedication to exploring hypnotic phenomena and published more than 100 papers on a variety of subjects related to his interest during his professional life. Erickson was an innovator in his approach to therapeutic change who often used hypnosis to help bring about change in his clients. He thought 187

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“…19 Entre las teorías que se han desarrollado para determinar dichos estilos se encuentran: el modelo de VARK, el modelo de Dunn y Dunn, el modelo de Kolb, el modelo de los cuadrantes cerebrales de Hermann, el modelo de programación neurolingüística de Bandler y Grinder, el indicador de tipos de Myers-Briggs Type, el modelo de las inteligencias múltiples de Honey y Mumford, y el modelo de estilos de aprendizaje de Felder-Silverman. [20][21][22][23][24][25][26][27] El cuestionario utilizado con frecuencia en estudiantes de medicina de otros países es el de VARK, aun cuando no ha sido validado, 10,12 en México y otros países de habla hispana los inventarios empleados son más diversos, por ejemplo: Borraci y cols. utilizaron el modelo de Honey-Alonso para conocer los estilos de aprendizaje de estudiantes universitarios y médicos residentes argentinos.…”

Section: Introductionunclassified

Evaluación de la fiabilidad del cuestionario sobre estilos de aprendizaje de Felder y Soloman en estudiantes de medicina

Brito-Orta¹,

Espinosa‐Tanguma²

2015

Inv Ed Med

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Introduction: The exponential growth of medical knowledge has been calling for a better training of students in a series of abilities such as creativity, critical thinking, group collaboration skills, and self learning skills. It is therefore important to generate varied and dynamical teaching strategies intended to make student learning easier and to promote the development of the required skills; identifying student learning preferences may facilitate these tasks. Objective: To assess the reliability of the Learning Styles Questionnaire developed by Felder and Soloman, to identify the learning styles of medical students attending the Human Physiology course at the School of Medicine, and to determine if there exist gender-related differences in their learning styles. Methods: This research was conducted in a group of second-year medical students attending the Gastrointestinal Physiology theory and laboratory sessions of the Human Physiology course during the 2009-2010, 2011-2012 y 2012-2013 school years. Felder and Soloman's questionnaire was applied to 459 students and it was answered completely by 265 students (126 women and 139 men). At the end, the reliability of the questionnaire was calculated. Results: The value of Cronbach's alpha for each of the four dimensions of Felder and Soloman's questionnaire was found to be between 0.38 and 0.61. The active, sensing, visual, and sequential learning styles were the predominant learning preferences of the students in our study. There were no significant differences in learning styles between genders. Conclusions: Our results support the reliability of the active-reflective and visual-verbal dimensions, but the sensing-intuitive and sequential-global dimensions require further assessment. Further studies using larger numbers of students to estimate the validity and reliability of the questionnaire are needed. Studies to show if there exists a positive relation between learning styles and teaching strategies are also recommended.

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An Empirical Evaluation of the Neurolinguistic Programming Model

Cited by 11 publications

References 4 publications

Thirty-Five Years of Research on Neuro-Linguistic Programming. NLP Research Data Base. State of the Art or Pseudoscientific Decoration?

Thirty-Five Years of Research on Neuro-Linguistic Programming. NLP Research Data Base. State of the Art or Pseudoscientific Decoration?

An Ericksonian model of hypnotherapy.

Evaluación de la fiabilidad del cuestionario sobre estilos de aprendizaje de Felder y Soloman en estudiantes de medicina

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