PSY FPX 7411 Assessment 3 Current Debate in Learning Theory

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Capella University

PSY FPX 7411 Learning Theories in Psychology

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Abstract

According to Newton (2015), the learning style theory is a prevalent “neuromyth” among educators and learners alike. This theory posits that every learner can be categorized into one or more learning styles, and that teaching students according to their preferred style will enhance their learning outcomes (Newton, 2017). Commonly identified learning style categories include visual, auditory, converger, and kinesthetic (Newton, 2017). The contention arises from the fact that all individuals learn through various modalities, not solely through the one that may seem most fitting. While some proponents argue for the positive aspects of the theory, the overwhelming consensus among experts in the field is that it is a myth, leading to more negative implications than benefits associated with its widespread acceptance.

Learning Styles Theory Myth Debate

The learning styles theory remains a widely discussed concept in education, despite a substantial body of research disproving its validity. As noted by Newton (2015), this theory is a common “neuromyth” among both educators and students. Many continue to subscribe to this theory due to its long-standing presence in educational discourse, often unaware of its debunked status. Although there may be instances where applying this theory could potentially aid student learning, there is no substantial evidence supporting its implementation in educational settings. In fact, the theory has been thoroughly discredited in research literature, yet astonishingly, 89% of recent studies listed in the ERIC and PubMed Research databases either implicitly or explicitly endorsed the use of learning styles in higher education (Newton, 2015).

What is the Learning Style Theory?

The learning style theory, as articulated by Newton (2017), suggests that learners can be classified into one or more learning styles, and that tailoring instruction to these styles will enhance learning outcomes (Newton, 2017). Categories of learning styles include visual, auditory, converger, and kinesthetic (Newton, 2017). Specifically, this means that some individuals may learn best through visual aids, hands-on experiences, or auditory instruction. The critical issue is that everyone utilizes all these modalities; while some may have a preferred method of learning, all individuals engage with each category to some extent.

Where the Theory Derived From

Determining the exact origins of the learning style theory and its rapid proliferation is challenging. The American Psychological Association (2019) notes that the theory emerged around the 1980s, partly due to prevailing beliefs about behavior and self-esteem (APA, 2019). Despite the substantial evidence discrediting the theory, a significant 79.7% of educators reported using or planning to use matched teaching methods based on learning styles in a study measuring the application of this theory (Digest, 2021).

Why the Learning Style Theory Could be Used Positively…or Could be Detrimental

Some evidence from participants in various studies suggests a more flexible interpretation of learning styles, viewing them as interconnected and influenced by environmental factors (Nancekivell, 2020). This more open-minded perspective could yield potential benefits if educators and learners approach the theory with less rigidity regarding individual categorization. Digest (2021) posits that even if the theory lacks solid empirical support for improving learning, there may be no outright harm in perpetuating this myth. However, a significant concern is the misinformation being disseminated to educators, which may lead to the adoption of maladaptive learning strategies for young children (APA, 2019).

Why the Learning Style Theory is a Myth

Kirschner (2017) argues in their articles that the learning style theory lacks empirical support and is fundamentally flawed.

Stop Propagating the Learning Styles Myth

Kirschner (2017) emphasizes the critical distinction between having a preference for studying and possessing a specific learning style, as these are fundamentally different concepts. Most studies that claim to support the learning styles theory have not met the essential criteria for scientific validity (Kirschner, 2017). Additionally, the article titled “Learning styles” myth is still prevalent among educators—and it shows no sign of going away—points out that the questionnaires used in these studies could have been phrased more clearly for participants and evaluators alike (Digest, 2021). The ambiguity in these questions raises reasonable doubts about the results due to the varied interpretations by both participants and researchers. This level of dissonance across a broad spectrum of individuals and fields can significantly impact various professional domains, often without their awareness. A strong belief in this theory can lead individuals to approach everyday situations, including educational contexts, with a narrow mindset, believing that if a scenario does not align with their preferred learning style, they will struggle to succeed in acquiring new knowledge.

This mindset is particularly relevant in psychology, where many therapeutic approaches involve a process of relearning or rewiring thought patterns. Numerous therapeutic methods require individuals to adapt their existing knowledge or behaviors to achieve desired outcomes, whether for personal growth, healing, or other professional assistance. In psychology, the options for teaching patients or clients new concepts or behaviors are often limited, primarily relying on talk therapy. While there may be some hands-on scenarios, these typically pertain to the patient’s daily life rather than direct interaction with the therapist. Therefore, it is essential for individuals to recognize that they can learn through various styles, methods, or approaches, rather than being confined to a single preferred method.

Conclusion

The learning style theory, as articulated by Newton (2017), posits that learners can be categorized into one or more learning styles, and that tailoring instruction to these styles will enhance learning outcomes (Newton, 2017). However, nearly all studies supporting the learning styles theory have failed to meet the key criteria for scientific validity (Kirschner, 2017). Given the persistence of this disproven theory among educators and learners, it is crucial to adopt a more open-minded approach. This shift will enable professionals in the mental health field to teach and assist others more effectively. It is vital to understand that everyone has the capacity to learn through a variety of styles, methods, or approaches.

References

American Psychological Association. (2019, May 29). Belief in learning styles myth may be detrimental [Press release]. http://www.apa.org/news/press/releases/2019/05/learningstyles-myth

Digest. (2021). The “Learning styles” myth is still prevalent among educators — and it shows no sign of going away. London: Newstex. Retrieved from http://library.capella.edu/login?qurl=https%3A%2F%2Fwww.proquest.com%2Fblogs-podcasts-websites%2Flearningstyles-myth-is-still-prevalent-among%2Fdocview%2F2486091388%2Fse2%3Faccountid%3D27965

Kirschner, P. A. (2017). Stop propagating the learning styles myth. Computers & Education, 106, 166–171. https://doi.org/10.1016/j.compedu.2016.12.006

Nancekivell, S. E., Shah, P., & Gelman, S. A. (2020). Maybe they’re born with it, or maybe it’s experience: Toward a deeper understanding of the learning style myth. Journal of Educational Psychology, 112(2), 221–235. https://doi.org/10.1037/edu0000366