Studies in students' learning styles

Price, Gary E.; Dunn, Kenneth; Dunn, Rita; Griggs, Shirley A.

doi:10.1080/02783198109552588

Roeper Review

1981

DOI: 10.1080/02783198109552588

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Studies in students' learning styles

Gary E. Price

Kenneth Dunn²,

Rita Dunn

et al.

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Cited by 20 publications

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“…Dunn, Cavanaugh, Eberle, and Zenhausern (1982) conducted a study with 353 high school students to determine right-brain/left-brain preference. Price, Dunn, Dunn, and Griggs (1981) also concluded in their study that underachievers are almost exclusively tactile/kinesthetic learners. Their results indicated that students who score more right-brain preferences prefer sound, dim lighting, an informal seating design, learning with peers, and tactile activities.…”

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Gifted Achievers and Gifted Underachievers: The Impact of Learning Style Preferences in the Classroom

Rayneri¹,

Gerber

Wiley

2003

Journal of Secondary Gifted Education

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This article focuses on the learning style preferences of achieving and underachieving gifted middle school students. Learning style was determined through administration of the Learning Style Inventory (LSI). Both groups of participants revealed several learning style preferences that were quite similar. However, examination of LSI profiles revealed some differences between achievers and underachievers in preferences for quiet or sound, flexibility or structure in assignments, and level of need for mobility. Many low achievers showed a strong need for tactile and kinesthetic modalities; intake of food, drinks, or both; sound in the learning environment; informal seating design; and dim lighting. The low achievers did not perceive themselves to be persistent, and scores revealed that they needed structure in assignments. Persistence seemed to be a key to success for the achieving learners in this study since they were able to maintain high academic performance in all content areas. Over half of the low achievers, on the other hand, did not judge themselves to be successful at task completion.

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confidence: 91%

“…More importantly, Carbo and Hodges pointed out that underachievers are usually global/right-brain learners in an academic world that is analytic/left-brain dominant. Price, Dunn, Dunn, and Griggs (1981) also concluded in their study that underachievers are almost exclusively tactile/kinesthetic learners.…”

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confidence: 91%

Gifted Achievers and Gifted Underachievers: The Impact of Learning Style Preferences in the Classroom

Rayneri¹,

Gerber

Wiley

2003

Journal of Secondary Gifted Education

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“…The research on learning states confirms the importance gifted and talented students themselves place on being able to learn actively and independently (Boutinghouse, 1984, Dunn & Griggs. 1985: Dunn & Price, 1980: Price, 1981Scruggs & Mastropieri, 1984;Stewart; 19X 1 the research on locus of control documents the importance that gifted and talented students place on being able to control or affect what happens to and for them (Carland, 1981: Freeltill, 1982: Harty, Atkins, & Hungate, 1984: Jeter & Chauvin. 1982: Middleton, Littlefield.…”

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confidence: 99%

A Gifted Child's Education Requires Real Dialogue: The Use of Interactive Writing for Collaborative Education

Armstrong

1994

Gifted Child Quarterly

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This paper reports the findings of two studies which compared the responses to using dialogue journals by teachers of the gifted and talented and their students. The purpose of this research was to learn more about the ways that such interactive writing can enable GT students to collaborate effectively in their own education. Study 1 sought to determine the types of discourse functions teachers used in the journals they kept with

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“…• a high value placed upon opportunity for choice (Dunn and Price, 1980;Price, Dunn, Dunn and Griggs, 1981). • a preference for unstructured learning situations (Cody, 1983).…”

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Do Tests and Examinations Alienate the Gifted Student?

Smith¹

1986

Gifted Education International

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Although gifted students might be expected to welcome school tests and examinations as a means of attaining positive rewards, it is argued that the characteristics of gifted students such as a preference for self-initiated, independent learning make them particularly vulnerable to negative effects associated with assessment. Features of school assessment which are likely to have a harmful effect upon the gifted student's attitudes and intrinsic motivation are identified and approaches are suggested for improving assessment procedures.Tests and examinations are undoubtedly one of the most universal and enduring features of formal education. In recent years, many educational institutions and systems have sought to reform assessment procedures by emphasizing continuous assessment, by providing more flexible assessment conditions such as open-book examinations and by allowing some measure of student participation in the assessment process through teacherstudent grade contracting or other types of negotiation. It remains true, however, that schools are evaluative settings and that in the words of Campbell (1977), 'probably at no other time in one's life are behaviours and achievements under such constant assessment and report'. How do gifted students respond to an educational experience characterized by constant assessment -both formal and informal -from the year they enter school to the year they leave?It might be imagined that gifted students, by and large, would respond positively to tests and examinations since these provide a means by which the able student can experience a sense of achievement and recognition. Certainly, some gifted students do view tests and examinations as a means by which they can demonstrate their superior potential, enhance their self-esteem and obtain positive reinforcement from teachers. But assessment can also be viewed by students as coercive, as burdensome and as irrelevant to their goals and aspirations. Gifted students, with their more questioning, critical attitude towards educational experiences (e.g., see Clark, 1983; Sinclair and Ghory, 1981; Woodliffe, 1977) are more likely to react negatively than their less gifted peers to assessment procedures which are seen to be irrelevant, unfair or oppressive. It is therefore crucial that teachers and educational administrators recognize the assessment characteristics which tend to be perceived negatively by gifted students.Assessment of students can, of course, serve many purposes and it is the dominant purpose or purposes which it is perceived to serve by the student which is probably the crucial determinant of whether it is viewed positively or negatively. As Rowntree (1977) points out, some teachers use assessment as an instrument of coercion to persuade THE MIRACLE He stands on the grey, bleak hill and quivers, Dilated nostrils pink and flared. Bright eyes taken in all about himAs he waits there, for his mare.The wind brings the scent of the young filly The ears flick forward, the head swings up. The breeze tosses his silver rivers o...

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Studies in students' learning styles

Cited by 20 publications

References 2 publications

Gifted Achievers and Gifted Underachievers: The Impact of Learning Style Preferences in the Classroom

Gifted Achievers and Gifted Underachievers: The Impact of Learning Style Preferences in the Classroom

A Gifted Child's Education Requires Real Dialogue: The Use of Interactive Writing for Collaborative Education

Do Tests and Examinations Alienate the Gifted Student?

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