Advertisement

An Introduction to Strategies and Styles of Learning

  • Ronald Ray Schmeck
Part of the Perspectives on Individual Differences book series (PIDF)

Abstract

It seems appropriate to begin a book entitled Learning Strategies and Learning Styles with definitions of the terms style, strategy, and most basically, learning. Clarification of the meanings of these and other terms and important distinctions drawn between them will prepare the way for the remainder of the text. Learning can be described from various perspectives. I discuss three: the experiential, the behavioral, and the neurological.

Keywords

Cognitive Style Learn Style Deep Approach Classroom Situation Conscious Decision 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.

Preview

Unable to display preview. Download preview PDF.

Unable to display preview. Download preview PDF.

References

  1. Biggs, J. (1986). The role of metalearning in study processes. British Journal of Educational Psychology.Google Scholar
  2. Campbell, J. (1971). The portable Jung. New York: Viking Press.Google Scholar
  3. Escalona, S. K., & Heider, G. (1959). Prediction and outcome. New York: Basic Books.Google Scholar
  4. Kogan, N. (1976). Cognitive styles in infancy and early childhood. Hillsdale, NJ: Lawrence Erlbaum.Google Scholar
  5. Rogers, C. R. (1969). Freedom to learn. Columbus, OH: Merrill.Google Scholar
  6. Säljö, R. (1975). Qualitative differences in learning as a function of the learner’s conception of the task. Gothenburg: Acta Universitatis Gothoburgensis.Google Scholar
  7. Schmeck, R. R. (1983). Learning styles of college students. IN R. F. Dillon & R. R. Schmeck (Eds.), Individual differences in cognition: Volume I (pp. 233–279). New York: Academic Press.Google Scholar
  8. Schmeck, R. R. (1988). Individual differences and learning strategies. In C. Weinstein, P. Alexander, & E. Goetz (Eds.), Learning and study strategies: Issues in assessment, instruction, and evaluation (pp. 171–191). New York: Academic Press.Google Scholar
  9. Schmeck, R. R., Ribich, F. D., & Ramanaiah, N. (1977). Development of a self-report inventory for assessing individual differences in learning processes. Applied Psychological Measurement, 1, 413–431.CrossRefGoogle Scholar
  10. Snowman, J. (1986). Learning tactics and strategies. In G. D. Phye & T. Andre (Eds.), Cognitive instructional psychology: Components of classroom learning (pp. 243–275). New York: Academic Press.Google Scholar
  11. Thomas, P. R., & Bain, J. D. (1984). Contextual dependence of learning approaches: The effects of assessment. Human Learning, 3, 227–240.Google Scholar
  12. Wallach, M. A., & Kogan, N. (1965). Modes of thinking in young children. New York: Holt, Rinehart & Winston.Google Scholar
  13. Witkin, H. A., Moore, C. A., Goodenough, D. R., & Cox, P. W. (1977). Field-dependent and field-independent cognitive styles and their educational implications. Review of Educational Research, 1-64.Google Scholar

Copyright information

© Springer Science+Business Media New York 1988

Authors and Affiliations

  • Ronald Ray Schmeck
    • 1
  1. 1.Department of PsychologySouthern Illinois UniversityCarbondaleUSA

Personalised recommendations