Article1997

The Effect of Cognitive Style on the Preferred Format of Instructional Material

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Learning Styles and Cognitive Differences Visual and Cognitive Learning Processes Neuroscience, Education and Cognitive Function

Abstract

A total of 90 15‐16‐year‐old female pupils from a single‐sex secondary grammar school did the Cognitive Styles Analysis which assessed their position on the Wholist‐Analytic and Verbal‐Imagery learning style dimensions. They were asked to select their preferred format of a single‐sheet handout on study skills which was offered in three modes: Unstructured‐Verbal, Structured‐Verbal and Structured‐Pictorial. Each mode contained the same information and differed only in format. On the format preference, there was a significant effect of the Verbal‐Imagery dimension (p = 0.002), with the majority of Verbalisers choosing the Structured‐Verbal sheet and the Imagers opting for the Structured‐Pictorial version. There was a smaller effect on the Wholist‐Analytic dimension, where Wholist had a preference for the Structured‐Pictorial and the Analytics for the Structured‐Verbal version (p = 0.056). The findings were discussed in terms of their practical implications for a differentiated approach to instruction.

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References

1991Cognitive Styles—an overview and integration 2002Psychology and Adult Learning 1993The effect of cognitive style and mode of presentation on learning performance 1992Type of Instructional Material, Cognitive Style and Learning Performance 1980Verbaliser‐Imager Learning Style and Children's Recall of Information Presented in Pictorial versus Written Form

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