A reply to Reynold`s critique of learning style
By: SADLER-SMITH, Eugene
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Material type: 
ArticlePublisher: 2001Subject(s): Cognitive Style | Human Resource Development | Learning Preferences | Learning Strategies | Learning Style | Management DevelopmentManagement Learning 32, 3, p. 291-304Abstract: In 1997 Reynolds presented a critique of learning styles in which he lamented the readiness of practitioners to embrace instruments such as the Learning Styles Questionaire and argued for learning styles ad other forms of labelling to be discontinued. It it the contention of this reply that Reynolds may have conflated the concepts of learning styles, learning strategies and cognitive style. While leraning style may be a term rendered somewhat meaningless and potentially redundant by over-usage and a weak theoretical base, the notions of cognitive style ( for which there is growing emprirical and physiological evidence) and learning strategy are valid concepts which managerial learning shoud incorporate into its pedagogy
| Item type | Current location | Collection | Call number | Status | Date due | Barcode |
|---|---|---|---|---|---|---|
| Periódico | Biblioteca Graciliano Ramos | Periódico | Not for loan |
In 1997 Reynolds presented a critique of learning styles in which he lamented the readiness of practitioners to embrace instruments such as the Learning Styles Questionaire and argued for learning styles ad other forms of labelling to be discontinued. It it the contention of this reply that Reynolds may have conflated the concepts of learning styles, learning strategies and cognitive style. While leraning style may be a term rendered somewhat meaningless and potentially redundant by over-usage and a weak theoretical base, the notions of cognitive style ( for which there is growing emprirical and physiological evidence) and learning strategy are valid concepts which managerial learning shoud incorporate into its pedagogy
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