Learning Style
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A Learning Style is an information processing theory that classifies the different types of machine learning systems.
- Example(s):
- Counter-Example(s):
- See: Machine Learning Task, Machine Learning Algorithm.
References
2017
- (Wikipedia, 2017) ⇒ https://en.wikipedia.org/wiki/Learning_styles Retrieved:2017-10-25.
- Learning styles refer to a range of competing and contested theories that aim to account for differences in individuals' learning (Coffield et al., 2004). These theories propose that all people can be classified according to their 'style' of learning, although the various theories present differing views on how the styles should be defined and categorized (Coffield et al., 2004). A common concept is that individuals differ in how they learn (Willingham, Hughes & Dobolyi, 2015). The idea of individualized learning styles became popular in the 1970s, [1] and has greatly influenced education despite the criticism that the idea has received from some researchers (Pashler et al., 2008). Proponents recommend that teachers assess the learning styles of their students and adapt their classroom methods to best fit each student's learning style. Although there is ample evidence that individuals express preferences for how they prefer to receive information (Pashler et al., 2008), few studies have found any validity in using learning styles in education (Willingham, Hughes & Dobolyi, 2015). Critics say there is no evidence that identifying an individual student's learning style produces better outcomes (Pashler et al., 2008; Vasquez, 2009). There is evidence of empirical and pedagogical problems related to forcing learning tasks to "correspond to differences in a one-to-one fashion"(Klein, 2003). Well-designed studies contradict the widespread "meshing hypothesis" that a student will learn best if taught in a method deemed appropriate for the student's learning style (Pashler et al., 2008). There are substantial criticisms of learning-styles approaches from scientists who have reviewed extensive bodies of research (Coffield et al., 2004; Pashler et al., 2008). A 2015 peer reviewed article concluded: "Learning styles theories have not panned out, and it is our responsibility to ensure that students know that" (Willingham, Hughes & Dobolyi, 2015).
- ↑ In one extensive list of learning-styles instruments and theories (Coffield et al. 2004, pp. 166–169), the authors listed three works on learning styles before the 1950s, four from the 1950s, seven from the 1960s, 21 from the 1970s, 22 from the 1980s, and 17 from the 1990s.
2015
- (Willingham, Hughes & Dobolyi, 2015) Daniel T. Willingham; Elizabeth M. Hughes; and David G. Dobolyi, (July 2015). "The scientific status of learning styles theories" (PDF). Teaching of Psychology. 42 (3): 266–271. doi:10.1177/0098628315589505.
- QUOTE: Learning styles theories are varied, but each of these theories holds that people learn in different ways and that learning can be optimized for an individual by tailoring instruction to his or her style. For example, one theory has it that some people learn best by watching (visual learners), some by listening (auditory learners), and some by moving (kinesthetic learners). Thus, a first grader learning to add numbers might benefit from an introduction that respects her learning style: the visual learner might view sets of objects, the auditory learner might listen to rhythms, and the kinesthetic learner might manipulate beads on an abacus.
2009
- (Vasquez, 2009)⇒ Kris Vasquez (2009). "Learning styles as self-fulfilling prophecies". In Gurung, Regan A. R.; Prieto, Loreto R. Getting culture: incorporating diversity across the curriculum. Sterling, VA: Stylus. pp. 53–63. ISBN 9781579222796. OCLC 228374299.
2008
- (Pashler et al., 2008) ⇒ Harold Pashler; Mark McDaniel; Doug Rohrer; and Robert A. Bjork (December 2008). "Learning styles: concepts and evidence" (PDF). Psychological Science in the Public Interest. 9 (3): 105–119. doi:10.1111/j.1539-6053.2009.01038.x.
2004
- (Coffield et al., 2004) ⇒ Frank Coffield; David Moseley; Elaine Hall; and Kathryn Ecclestone, (2004). "Learning styles and pedagogy in post-16 learning: a systematic and critical review" (PDF). London: Learning and Skills Research Centre. ISBN 1853389188.
2003
- (Klein, 2003) ⇒ Perry D. Klein, (January 2003). "Rethinking the multiplicity of cognitive resources and curricular representations: alternatives to 'learning styles' and 'multiple intelligences'". Journal of Curriculum Studies. 35 (1): 45–81. DOI:10.1080/00220270210141891.
2000
- (Witten & Frank, 2000) ⇒ Ian H. Witten, and Eibe Frank. (2000). “Data Mining: Practical Machine Learning Tools and Techniques with Java implementations." Morgan Kaufmann.
- QUOTE: Four basically different styles of learning appear in data mining applications. In classification learning, a learning scheme takes a set of classified examples from which it is expected to learn a way of classifying unseen examples. In association learning, any association between features is sought, not just ones that predict a particular class value. In clustering, groups of examples that belong together are sought. In numeric prediction the outcome to be predicted is not a discrete class but a numeric quantity. Regardless of the type of learning involved, we call the thing to be learned the concept and the output produced by a learning scheme the concept description.