ERIC Documents Citations for Research on the Validity of Selected Cognitive Styles Inventories
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Search Strategy:
Learning Style OR Learning Style Inventory [ERIC Identifiers] OR
(Cognitive Style AND (Measures (Individuals) OR Cognitive Measurement)) [ERIC Descriptors]
AND
Validity OR Reliability
EJ488836 TM518053
Kolb's Learning Style Theory Revisited.
Cornwell, John M.; Manfredo, Pamela A.
Educational and Psychological Measurement, v54 n2 p317-27 Sum
1994
ISSN: 0013-1644
Language: English
Document Type: RESEARCH REPORT (143); JOURNAL ARTICLE (080)
Nominal-level analysis of 4 primary learning styles (doing, thinking,
watching, and feeling) of 292 subjects (mostly college students) from the
Learning Styles Inventory demonstrated their discriminant/convergent validity
but not the validity of the learning-style types suggested by D. A. Kolb (1976)
(accommodator, diverger, converger, and assimilator). (SLD)
Descriptors: Adults; Cognitive Processes; *Cognitive Style; College Students;
Higher Education; Learning Strategies; Learning Theories; *Personality Traits;
*Thinking Skills
Identifiers: Convergent Validation; Discriminant Validity; Kolb (David A);
*Learning Style Inventory (Kolb)
ED383654 SP035982
A Serious Look at the 4MAT Model.
Scott, Harry V.
[1994
16p.
EDRS Price - MF01/PC01 Plus Postage.
Language: English
Document Type: REVIEW LITERATURE (070)
4MAT is an 8-step, sequential instructional model based on two theoretical
constructs: Kolb's model of learning styles and the concept of brain
hemisphericity. The model, developed by B. McCarthy (1987), is derived by
interacting each of Kolb's four quadrants with both left and right brain. Kolb
outlined four learning styles based on the four outcomes of interacting mode of
perceiving with mode of processing information. McCarthy concluded that the
full cycle of a lesson would include eight activities, accommodating each of
the four types of learning using both left and right dominance in each quadrant.
Such lessons highlight the style of each learner for some fraction of the
whole, and rotation between left and right-brain activities also gives prime
time to the basically different orientations and should lead to whole-brain
performance. A review of professional literature on research with 4MAT, 4MAT
as a tool for instructional design, 4MAT as a tool for staff development, and
the 4MAT model as theory illustrate use and implications of the 4MAT model and
assess its validity and legitimation. There is no direct criticism of the 4MAT
model in the literature, though some educators have questioned the relevance of
the concept of learning styles to instructional design. Legitimation of the
model has come through academic discussion and widespread use of 4MAT concepts.
Review of the literature on 4MAT has revealed little research on student
achievement. The professional literature indicates that the 4MAT model is
capable of comprehensive use, for developing instructional units for discursive
as well as non-discursive disciplines, for secondary as well as elementary
education, and for urban as well as suburban schools. (Contains 22
references.) (ND)
Descriptors: *Brain Hemisphere Functions; *Cognitive Style; Educational
Research; Elementary Secondary Education; Higher Education; Instructional
Design; *Learning Strategies; Literature Reviews; Models; *Psychoeducational
Methods; Staff Development; Teacher Education; Teaching Methods
Identifiers: *4MAT System; Kolb (David A); *Learning Styles Inventory
ED377221 TM022391
A Critical Assessment of Kolb's Learning Style Inventory.
Ruble, Thomas L.; Stout, David E.
Jun 1994
54p.
EDRS Price - MF01/PC03 Plus Postage.
Language: English
Document Type: REVIEW LITERATURE (070); EVALUATIVE REPORT (142)
This paper reviews and critically evaluates the psychometric properties of
Kolb's Learning Style Inventory (LSI). The LSI was developed originally in the
1970s (Kolb, 1976a) and was revised in the 1980s (Kolb, 1985). Although the
LSI has been very popular, extensive evidence available in the published
literature indicates that both the original and revised versions of the LSI are
deficient in reliability and construct validity. It is concluded that the LSI
does not provide adequate measures of learning styles and that its use in
research should be discontinued. To improve understanding of the learning
process, valid instruments are essential. An appendix presents three exhibits
containing a learning style gird, a scoring key, and a list of investigations
of the LSI. (Contains 86 references.) (Author/SLD)
Descriptors: *Cognitive Style; *Construct Validity; Learning; *Psychometrics;
*Scoring; *Test Reliability; Test Use
Identifiers: *Learning Style Inventory
EJ461544 IR526530
Learning Styles of the Multiculturally Diverse.
Dunn, Rita
Emergency Librarian, v20 n4 p24-32 Mar-Apr 1993
ISSN: 0315-8888
Available From: UMI
Language: English
Document Type: REVIEW LITERATURE (070); RESEARCH REPORT (143); JOURNAL
ARTICLE (080)
Discusses the findings of multicultural research using the Learning Style
Inventory and the Productivity Environmental Preference Survey. Differences in
learning style among students and young adults of differing ethnic groups,
between male and female students, between high achievers and underachievers,
and between the gifted and nongifted are discussed. (47 references) (EA)
Descriptors: Achievement; *Cognitive Style; Comparative Analysis; *Cultural
Differences; Elementary Secondary Education; *Ethnic Groups; Graphs; High
Achievement; *Learning Strategies; Postsecondary Education; Reliability; Sex
Differences; Tables (Data); Underachievement; Young Adults
Identifiers: Learning Style Inventory; Productivity Environmental Preference
Survey
EJ452481 CE524268
Can Personality-Type Instruments Profile Majors in Management Programs?
Rowe, Fred A.; And Others
Journal of Education for Business, v68 n1 p10-14 Sep-Oct 1992
ISSN: 0883-2323
Available From: UMI
Language: English
Document Type: JOURNAL ARTICLE (080); RESEARCH REPORT (143)
Results of completion of 4 instruments (Myers-Briggs Type Inventory, Strong
Interest Inventory, Hermann Brain Dominance Inventory, and Learning Styles
Inventory) by 75 accounting, business administration, and public administration
graduate students suggest that the Hermann (and to some extent the Strong)
inventory has potential value for predicting students' choice of major. (SK)
Descriptors: Accounting; Brain Hemisphere Functions; *Business Administration
Education; Higher Education; *Majors (Students); *Personality Measures;
Predictive Validity; Public Administration
Identifiers: Hermann Brain Dominance Inventory; Learning Styles Inventory;
Myers Briggs Type Indicator; Strong Interest Inventory
EJ411993 HE526930
Assessing Learning-style Inventories and How Well They Predict Academic
Performance.
Leiden, Lisa I.; And Others
Academic Medicine, v65 n6 p395-401 Jun 1990
Available From: UMI
Language: English
Document Type: JOURNAL ARTICLE (080); RESEARCH REPORT (143)
Through analysis of 2 learning-style tests given to 79 medical students at
the University of Nevada School of Medicine, it was concluded that learning
inventory tests are not good predictors of academic performance. Better test
instructions or published standardized norms would make these tests better
predictors. (GLR)
Descriptors: *Academic Achievement; *Cognitive Style; Higher Education;
Learning Theories; *Medical Students; *Predictive Validity; *Predictor
Variables; Scores
Identifiers: *Inventory of Learning Processes; *Lancaster Approaches to
Studying Inventory; Learning Style Inventory
EJ379480 UD513939
Individual Learning Style: Israeli Norms and Cross-Cultural Equivalence of
Kolb's Learning Style Inventory.
Katz, Noomi
Journal of Cross-Cultural Psychology, v19 n3 p361-79 Sep 1988
Available From: UMI
Language: English
Document Type: JOURNAL ARTICLE (080); RESEARCH REPORT (143)
Results from 821 Israeli subjects revealed that the Hebrew version of Kolb's
Learning Style Inventory was as reliable as the original English version.
Demonstrates initial cross-cultural reliability and validity of the instrument,
allowing for its utilization in further research of individual learning styles.
(Author/BJV)
Descriptors: *Cognitive Style; *Cross Cultural Studies; *Educational Research;
Hebrew; *Research Tools; Test Reliability; *Test Validity
Identifiers: Israel; *Israelis; *Learning Style Inventory (Kolb)
EJ371413 TM513441
Verbal and Visual Learning Styles.
Kirby, John R.; And Others
Contemporary Educational Psychology, v13 n2 p169-84 Apr 1988
Language: English
Document Type: JOURNAL ARTICLE (080); RESEARCH REPORT (143)
A questionnaire to assess verbal and visual learning styles was developed
based on the Verbalizer-Visualizer Questionnaire and analyzed, using a total of
477 college students in three studies. The three scales developed had adequate
reliability and construct validity. The verbal learning style was most
strongly correlated with verbal ability, but its correlation with spatial
visualization was also significant. (SLD)
Descriptors: *Cognitive Style; College Students; Learning Modalities;
Questionnaires; Test Reliability; *Test Validity; *Verbal Learning; *Visual
Learning
Identifiers: Learning Styles Inventory; *Verbalizer Visualizer Questionnaire
ED305387 TM012927
A Critical Comparison of Learning Style Instruments Frequently Used with
Adult Learners.
Rule, David L.; Grippin, Pauline C.
Feb 1988
24p.; Paper presented at the Annual Conference of the Eastern Educational
Research Association (Miami Beach, FL, February 24-27, 1988).
EDRS Price - MF01/PC01 Plus Postage.
Language: English
Document Type: CONFERENCE PAPER (150); EVALUATIVE REPORT (142)
Theoretical framework, instrument development, and psychometric qualities are
reviewed for some measures of learning style currently in use with adults.
Instruments reviewed include: (1) Kolb's Learning Style Inventory I; (2) Kolb's
Learning Style Inventory II; (3) the Myers-Briggs Type Indicator; (4) the
Productivity Environmental Preferences Survey; (5) the Self-Directed Learning
Readiness Scale; (6) the Personal Style Indicator; and (7) the Group Embedded
Figures Test. For each review, the reliability, validity, interpretation, and
utility of the test are discussed. Reviewed instruments come from various
theoretical perspectives and have been in existence for varying lengths of time.
The review does not indicate that older instruments are more reliable or valid
than newer counterparts, but does demonstrate the vast amount of information
available for older instruments. For instruments more recently developed, more
quality information is needed for the user to make informed decisions about
their use. (SLD)
Descriptors: *Adult Learning; Adults; *Cognitive Measurement; Cognitive Style;
Comparative Analysis; Evaluation Methods; Learning Processes; *Learning
Strategies; *Psychometrics; Test Construction; Test Interpretation; Test
Reliability; *Test Reviews; Test Use; Test Validity
Identifiers: Group Embedded Figures Test; Learning Style Inventory (Kolb);
Myers Briggs Type Indicator; Personal Style Indicator; Productivity
Environmental Preferences Survey; Self Directed Learning Readiness Scale
EJ365504 TM512220
The Validity of the Learning Style Inventory 1985 as a Predictor of Cognitive
Style and Occupational Preference.
Highhouse, Scott; Doverspike, Dennis
Educational and Psychological Measurement, v47 n3 p749-53 Fall
1987
Language: English
Document Type: JOURNAL ARTICLE (080); RESEARCH REPORT (143)
This study investigated the relationship between cognitive style,
occupational preference, and learning modes. Kolb's Revised Learning Style
Inventory (1985), the Group Embedded Figures Test, and the Vocational Choice
Inventory were administered to 111 undergraduate students. (Author/GDC)
Descriptors: *Career Choice; *Cognitive Style; *Cognitive Tests; Construct
Validity; Higher Education; Interest Inventories; *Learning Strategies;
Vocational Interests
Identifiers: *Group Embedded Figures Test; *Learning Style Inventory (Kolb);
Vocational Preference Inventory
EJ342081 TM511471
The Reliability and Classification Stability of the Learning Style Inventory.
Sims, Ronald R.
Educational and Psychological Measurement, v46 n3 p753-60 Aut
1986
Language: English
Document Type: JOURNAL ARTICLE (080); RESEARCH REPORT (143)
The Learning Style Inventory (LSI) and the newly revised Learning Style
Inventory (LSI II) were examined for internal consistency, test-retest
reliability, and stability of the four classifications resulting from their
scores. Internal consistency was improved in LSI II, but problems with low
test-retest indices and classifications stability plague the instruments.
(Author/LMO)
Descriptors: *Cognitive Measurement; Cognitive Style; College Students;
Higher Education; Learning Strategies; Test Construction; *Testing Problems;
*Test Reliability
Identifiers: Learning Style Inventory
EJ332479 TM511145
Reliability and Construct Validity of the Learning Style Questionnaire.
Marshall, Jon C.; Merritt, Sharon L.
Educational and Psychological Measurement, v46 n1 p257-62 Spr
1986
Language: English
Document Type: JOURNAL ARTICLE (080); RESEARCH REPORT (143)
The Learning Style Questionnaire is a new 40-item semantic differential
rating scale designed to assess individual learning styles within an
experiential learning model. It was administered to 543 undergraduates.
Results indicated acceptable reliability. Least squares factor analysis
supported its construct validity. (Author/GDC)
Descriptors: *Cognitive Style; Cognitive Tests; Experiential Learning; Factor
Structure; Higher Education; *Learning Strategies; Test Reliability; *Test
Validity
Identifiers: *Learning Style Questionnaire
EJ328957 TM510984
Reliability and Construct Validity of Alternate Forms of the Learning Style
Inventory.
Marshall, Jon C.; Merritt, Sharon L.
Educational and Psychological Measurement, v45 n4 p931-37 Win
1985
Language: English
Document Type: JOURNAL ARTICLE (080); RESEARCH REPORT (143)
This study was designed to determine the reliability and construct validity
of an alternate form of the Learning Style Inventory using a semantic
differential format. Results of the study suggested that the alternate form
was reliable and construct valid. (Author/LMO)
Descriptors: *Cognitive Measurement; Cognitive Style; Factor Analysis; Higher
Education; *Learning Theories; *Measures (Individuals); Psychometrics; *Test
Reliability; *Test Validity
Identifiers: *Learning Style Inventory
EJ323148 CE516065
Cognitive Styles and Learning Styles as Predictors of Academic Success in a
Graduate Allied Health Education Program.
Blagg, James D., Jr.
Journal of Allied Health, v14 n1 p89-98 Feb 1985
Available From: UMI
Language: English
Document Type: JOURNAL ARTICLE (080); RESEARCH REPORT (143)
A study was conducted to determine whether cognitive style and learning style
variables are predictive of success in a graduate allied health education
program. The results indicated that there was no significant relationship
between academic success and the cognitive style variables. (Author/CT)
Descriptors: *Academic Achievement; *Admission Criteria; *Allied Health
Occupations Education; *Cognitive Style; *Graduate Study; Postsecondary
Education; Predictive Validity
Identifiers: *Learning Styles Inventory; *Masters Comprehensive Examination
EJ311894 EC171524
A Factor Analysis of the Renzulli and Smith Learning Styles Inventory with
Gifted Children.
Howell, Helen; Wikoff, Richard L.
Roeper Review, v7 n2 p119-23 Nov 1984
Available From: UMI
Language: English
Document Type: JOURNAL ARTICLE (080); RESEARCH REPORT (143)
Scores of 205 gifted elementary students on the Renzulli and Smith Learning
Styles Inventory were analyzed, and eight factors were identified, resulting in
scales clearly superior to those developed by Renzulli and Smith. (CL)
Descriptors: *Cognitive Style; Elementary Education; *Gifted; *Test Validity
Identifiers: *Learning Styles Inventory
EJ309459 CE515116
Learning Styles and Instructional Preferences in Continuing Education for
Health Professionals: A Validity Study of the LSI.
Fox, Robert D.
Adult Education Quarterly, v35 n2 p72-85 Win 1984
Available From: UMI
Language: English
Document Type: JOURNAL ARTICLE (080); RESEARCH REPORT (143)
This study evaluated the construct validity of the Learning Styles Inventory.
Learning styles of participants in a continuing professional education program
were associated with both the evaluative statements learners make about the
design of the program and their attitudes toward lecture and small group
sections of the program. (CT)
Descriptors: *Allied Health Occupations; *Cognitive Style; *Continuing
Education; *Lecture Method; Problem Solving; *Professional Development; Program
Design; Research Methodology; Small Group Instruction; *Teaching Methods; Test
Validity
Identifiers: *Learning Styles Inventory
EJ278872 TM507865
A Factor Analytic Comparison of Four Learning-Styles Instruments.
Ferrell, Barbara G.
Journal of Educational Psychology, v75 n1 p33-39 Feb 1983
Available From: Reprint: UMI
Language: English
Document Type: JOURNAL ARTICLE (080); RESEARCH REPORT (143)
Four learning-style instruments, differing in form, length, language, and
conceptualization of learning style, were administered to 471 high school and
community college students. All four instruments measured behaviors outlined
by one conceptualization in the literature to comprise learning style, but none
of the instruments measured all types of behaviors. (Author/PN)
Descriptors: *Affective Measures; Biological Influences; *Cognitive
Measurement; *Cognitive Style; Comparative Analysis; Educational Environment;
*Factor Structure; *Learning Processes; Secondary Education; Test Validity; Two
Year Colleges
Identifiers: Grasha Riechmann Student Learning Style Scales; Johnson Decision
Making Inventory; Learning Style Inventory; Learning Styles Inventory; Scree
Test
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