The Scientific Status of Learning Styles Theories

Daniel T. Willingham, Elizabeth M. Hughes, David G. Dobolyi

Research output: Contribution to journalArticle

78 Scopus citations

Abstract

Theories of learning styles suggest that individuals think and learn best in different ways. These are not differences of ability but rather preferences for processing certain types of information or for processing information in certain types of way. If accurate, learning styles theories could have important implications for instruction because student achievement would be a product of the interaction of instruction and the student's style. There is reason to think that people view learning styles theories as broadly accurate, but, in fact, scientific support for these theories is lacking. We suggest that educators’ time and energy are better spent on other theories that might aid instruction.

Original languageEnglish (US)
Pages (from-to)266-271
Number of pages6
JournalTeaching of Psychology
Volume42
Issue number3
DOIs
StatePublished - Jul 2015

All Science Journal Classification (ASJC) codes

  • Education
  • Psychology(all)

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