Definition of Learning Styles

Learning Style is the "characteristic way in which a learner tends to think about a task and process new
information; it typically comes into play automatically rather than by choice." Learning style can also be
described as a set of behaviors, attitudes, and factors that facilitate an individual's learning in a given
situation (Curry, 1981). A benchmark definition of “learning styles” is “characteristic cognitive, effective,
and psychosocial behaviors that serve as relatively stable indicators of how learners perceive, interact
with, and respond to the learning environment." Two of the leading proponents of Learning Style
theory, Rita and Richard Dunn, define learning style as “the way in which each person begins to
concentrate on, process, internalize, and remember new and difficult academic content” (Dunn, Denig,
& Lovelace, 2001, p. 12).

"Learning-style theory begins with Carl Jung (1927), who noted major differences in the way people
perceived (sensation versus intuition), the way they made decisions (logical thinking versus imaginative
feelings), and how active or reflective they were while interacting (extroversion versus introversion).
Isabel Myers and Katherine Briggs (1977), who created the Myers-Briggs Type Indicator and founded the
Association of Psychological Type, applied Jung's work and influenced a generation of researchers trying
to understand specific differences in human learning. Key researchers in this area include Anthony
Gregorc (1985), Kathleen Butler (1984), Bernice McCarthy (1982), and Harvey Silver and J. Robert
Hanson (1995). Although learning-style theorists interpret the personality in various ways, nearly all
models have two things in common:

A focus on process. Learning-style models tend to concern themselves with the process of learning: how
individuals absorb information, think about information, and evaluate the results.

An emphasis on personality. Learning-style theorists generally believe that learning is the result of a
personal, individualized act of thought and feeling.

Most learning-style theorists have settled on these four basic styles.

The Mastery style learner absorbs information concretely; processes information sequentially, in a step-
by-step manner; and judges the value of learning in terms of its clarity and practicality.

The Understanding style learner focuses more on ideas and abstractions; learns through a process of
questioning, reasoning, and testing; and evaluates learning by standards of logic and the use of
evidence.

The Self-Expressive style learner looks for images implied in learning; uses feelings and emotions to
construct new ideas and products; and judges the learning process according to its originality, aesthetics,
and capacity to surprise or delight.

The Interpersonal style learner,1 like the Mastery learner, focuses on concrete, palpable information;
prefers to learn socially; and judges learning in terms of its potential use in helping others.
Seven Learning Styles

The 7 Learning Styles use different parts of the brain. If students are to remember more of what they
learn, teachers must try to involve more of the brain during the learning process. Researchers using
brain-imaging technologies have been able to find out the key areas of the brain responsible for each
learning style.

Visual (spatial): These students prefer using pictures, images, and spatial understanding.

Aural (auditory-musical): These students prefer using sound and music.

Verbal (linguistic): These students prefer using words, both in speech and writing.

Physical (kinesthetic): These students prefer using your body, hands and sense of touch.

Logical (mathematical): These students prefer using logic, reasoning and systems.

Social (interpersonal): These students prefer to learn in groups or with other people.

Solitary (intrapersonal): These students prefer to work alone and use self-study.