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ERIC Documents Citations for Research on the Validity of Selected Cognitive Styles Inventories

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Learning Style OR Learning Style Inventory [ERIC Identifiers] OR (Cognitive Style AND (Measures (Individuals) OR Cognitive Measurement)) [ERIC Descriptors]
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 
  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.
  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
  EDRS Price - MF01/PC03 Plus Postage.
  Language: English
  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
  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 

  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 
  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.  
  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 
  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
  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 
  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 
  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.  
  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 
  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 
  Identifiers: *Learning Style Questionnaire

  EJ328957  TM510984
  Reliability and Construct Validity of Alternate Forms of the Learning Style 
  Marshall, Jon C.; Merritt, Sharon L.
  Educational and Psychological Measurement, v45 n4 p931-37 Win 
  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 
  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 

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