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Learning Styles Research Paper

Research shows that individuals learn in different ways. This has lead to several studies which have extrapolated the different characteristics associated with how people receive, process and utilize information. A keen interest in these individual differences, named "learning styles" saw an increase in the 1960s.

Today, even as the field of psychology has made as shift to studying more in-depth behaviors of group, learning styles continues to play significant roles in how human beings learn. What seems to remain a constant in attempting to interpret how learning is done is the complexity of the human mind in terms. It is quite unique that one person is able to process information one way while another does so in a contrasting manner, yet both people receive, process and ultimately arrive at the same level of knowledge about what they are taught. Understanding learning styles, which are often simple, yet complex, allows educators and trainers to tailor their methods of teaching and materials to accommodate different styles of learning.

Generally speaking, there are three types of learning styles. People receive process and retain information by using visual, auditory or kinesthetic methods. There has also been evidence that these learning styles often lead learners to develop characteristics that have led experts to properly gauge levels of intelligence.

Those that learn by using their eyes, often focus on the eyes, body language, gestures and facial expression of their instructors to. It is also common for visual learners to remain clearly focused on the material being presented as well as the instructor. This indicates to experts that visual learners tend to "think in pictures," Ldpride notes. Absorbing information on the part of the visual learner usually involves detailed note-taking and closely examining and remembering charts, maps, photographs, handouts and other visual aids. Visual learners are also succinct and thorough readers.

Auditory learners, Ldpride.net shows, learn through listening. With the same diligence as visual learners, these individuals prefer to thoroughly discuss materials and often pay close attention to the pitch, tone, words and speed of which teachers deliver their messages. Visual learners often will not find meaning in notes, written works or visual aids until they hear them explained or associated with sounds (Ldpride.net).

Kinesthetic learning involves the need for a student to touch and feel elements of their surroundings in order to retain information. Ldpride.net further notes that people who depend on kinesthetic learning often become easily agitated or distracted and cannot focus due to their needs for further instruction and to physically get their hands on items relating to the material in front of them. Kinesthetic learning is also known as tactile learning.

As noted, the three general styles of learning are often indicators of multidimensional thinking patterns, which often allow behavioral experts and doctors to produce measurable data that is commonly used to determine talents and levels of intelligence. This has become known as "multiple intelligence," coined by Howard Garnder (Ldpride.net). Research shows that measuring intelligence in this way involves using the characteristics of the three learning styles in order to come to understand in which specific areas learners may be extraordinarily talented and skilled. For example, "visual/special" intelligent people have the keen ability to perceive what they see. This often, as Gardner's work has shown, results in such talents involving solving and building puzzles, writing, reading and creating artistic works. Other combinations of intelligences also include "bodily/kinesthetic intelligence" and "interpersonal intelligence," which are people that tend to learn by seeing things through the eyes of others and applying the vision to their own emotions and thoughts (Ldpride.net).

Research also indicates that the three learning styles are often associated with specific brain function. More specifically, the right and left sides of the brain are often responsible for specific learning abilities. For instance, learners depend on the right hemisphere of their brain to utilize their abilities to properly judge relational space, such as the visual learner. The left brain, studies show, allows individuals to make analytical decsions (Kottler, Secrets of Secondary School Teachers, 35).

Students also often learn and are properly challenged if they are able to use their learning styles to their fullest potential. Teachers, as noted, must, therefore, accommodate the needs of learners in order for them to utilize their abilities, which present the challenge of first identifying the learning styles of their pupils. This is commonly done by creating pairings or group environments that allow individuals with similar learning styles and intelligences to process information and produce quality work based on collective ability and group learning style. This is often common in the teaching or training of gifted or individuals that show specific or unusual talents (Kottler, Secrets of Secondary School Teachers, 38). Before such methods can be applied to instructing learners, getting to know learning styles of a group is crucial (31). This, naturally begins with understand individual learning styles.

It is clear, based on the research here, that three learning styles are seemingly simple on their faces. However, it is equally evident that they contain several layers. It is, based on these findings, therefore, beneficial for trainers, teachers and learners to become familiar with each style.

In examining my own learning, it became clear that I was not fully aware of which style of learning I was utilizing or which I naturally preferred. I, therefore, was in need to examine my natural tendencies. At first thought, I was under the impression I was a visual learner. My preferences in learning have always included attentive note taking and drawing graphs and pictures associated with what I was being told. I, however, have always attempted to enhance my ability to retain information by reading as much as I possibly could in order to have information fresh in my mind if I could not remember what I heard in a lecture or seminar. This presented a dilemma of sorts, as I found myself unable to pinpoint exactly which learning style I not only preferred, but which style I naturally implemented.

To gain a full understanding of my own learning style, I found it necessary to conduct self-testing in hope of identifying how I tend to learn. In my search, I was made aware of a significant truth in that it is quite difficult for an individual to determine his or her learning style based on past experiences or tendencies. An assessment is crucial to uncovering one's ability. I, therefore, administered the following "Learning Styles Self-Assessment (Ldpride.net)."

The Learning Styles Self-Assessment test consists of 30 statements. Each requires the learner to attach a score from 1 to 4, which indicates a level of applicability in terms of learning methods and personality traits. The following is an example of a Learning Styles Self-Assessment question and scoring system.

Score each statement in the columns below by giving yourself the appropriate number:

1. Very little like me 3. Like me
2. A little like me 4. A lot like me
25. I frequently use musical jingles to learn things (Ldpride.net).

In completing the assessment, I was given a score that was significantly to the contrary of what I had imagined as being my learning style. I, as noted above, found my personality to be indicative of a learner that retains information fairly well by reading and using my visual skills. In fact, I would often fret about not retaining what I read and would read instructions two and three times before comfortably processing it.

Before completing the assessment and rating each statement honestly, I was certain based on my past tendencies, that I would indentify my visual learning style and continue using it. However, I found myself revealing that my most powerful and preferred learning style was auditory. When my score indicated such, it became clear that I had been attempting to learn using a style that was not indicative to how my brain naturally processes information. For example, I rated the question above, "I frequently use musical jingles to learn things," with a "4." I then began to understand why I often create musical jingles and "hum" sentences while I read them. According the data here, and my score, it was clear that my humming was my way of assigning sounds with the words I was reading in order for me to retain the information. I commonly also sign and play music while I look at graphs and am able to recall the information by remembering the sounds I assigned to the images. It was, therefore, not a visual style of learning that I was using at all.

Moving forward in my studies, championing my preferred style of learning will consist of digitally recording lectures, reading aloud as I study and paying attention to the audio associated with the material. This will give me an opportunity when I see test questions to associate answers with what I heard while studying and be consciously aware of my ability to do so. In turn, I will be considerably more relaxed in studying and won't weigh so much on visual recollections when attempting to process information and apply it my daily life.

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Works Cited

Kottler, Ellen. Secrets for Secondary School Teachers: How to Succeed in Your First Year. Thousand Oaks, California.
Ldpride. n.d. Ldprine.