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Style By Treatment Interactions

Decent Essays
Style By Treatment Interactions: Core evidence missing (p111-112)
For the validation of style by treatment interactions, researchers look for additional evidence in other vast amount of literature available but only find one study that could meet the criteria necessary to be validated. A study by Sternberg, Grigorenko, Ferrari & Clinkenbeard examined only 32% of the 334 “gifted and talented” high school and gave the the Sterg Traichi Abilities Test because they were rated high in their abilities. The students were then enrolled into a introductory psychology course and randomly assigned to class emphasizing either an analytical, creative or practical instruction. Results provided only weak evidence. The methods are questionable considering
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The main point of customizing instruction to to appeal to the perceptual or cognitive strengths of different individuals. Louis Thurstone (1983) was the first psychologist to provide strong empirical evidence for the idea of “specific ability differences.” He proposed seven “primary mental abilities” which included verbal comprehension, word-fluency, number facility. Spatial Visualization, associative memory, perceptual speed, and reasoning. However his studies show that you do not need to provide these different groups with different forms of instruction to maximize their performance on tests. This evidence contradicts the learning style hypothesis along with Massa and Mayer’s study, showing that preferences for visual or verbal information intake don’t show any relationship with…show more content…
They examines the rate of learning over repeated trials in the studied clinical populations. The purpose of the examination was to further inform our understanding of the learning mechanism in Autism children and those with other disorders such as ADHD and VCF but also examine whether learning styles can be prevalent and children with significant impairments in some areas. For example, VCF is a genetic disorder for which nonverbal learning disability (NLD) profile has been consistently reported in the past. Results showed that in ADHD and Autism learners, they demonstrated slower visual learning over trials based on visual inspection. While Autistic children typically display relative strengths in visual learning, it's unclear whether this translates to efficiency in long-term learning is unclear. While some preferences are clear according to some cognitive strengths, the researchers found no consistent differences between visual and verbal means of instruction(Erodi,
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