教育领域代写  Learning Styles 论文代写

 Learning Styles

学习方法

教育领域代写Learning has been defined functionally as changes in behavior . That result from experience or mechanistically as changes in

Introduction

Learning has been defined functionally as changes in behavior . That result from experience or mechanistically as changes in the organism that result from experience (Houwer, Holmes, Moors, 2013). Our surroundings and experiences teach us a lot and what we take from them depends on how we have learned everything all our lives. Children start learning as early as when they are three months old. Their instincts allow them to understand their surroundings and learn from them.

One thing that must be understood is that many times we learn from our surroundings, and by observing. Many children pick up what their parents of the adults around them say and how they behave as an acceptable behavioral pattern. Which is how they begin behaving as well. That is why, studying the different learning styles of people is extremely important in how different people learn.  What their learning cues are, and how to make sure that their behavioral changes occur as per the desired outcomes.

介绍

学习在功能上被定义为行为的改变。这是由经验引起的，或者是由经验引起的有机体变化（Houwer、Holmes、Moors，2013 年）。我们的环境和经历教会了我们很多东西，我们从中学到了什么取决于我们一生中学到的一切。孩子在三个月大的时候就开始学习了。他们的本能使他们能够了解周围的环境并向他们学习。教育领域代写

必须了解的一件事是，我们多次从周围环境中学习，并通过观察学习。许多孩子接受周围成年人的父母所说的话以及他们的行为方式，这是一种可接受的行为模式。这也是他们开始表现的方式。这就是为什么，研究人们不同的学习方式对于不同的人如何学习非常重要。他们的学习线索是什么，以及如何确保他们的行为改变按照预期的结果发生。

Learning Styles

Learning Styles is a term that has been widely used in psychology since the 1930s. There are different aspects of learning styles which have been studies and thus. Has resulted in numerous theories that help develop and learn different types of learning styles. Some studies have been conducted in order to understand the different manners in which students perceive information or prefer to perceive it. This has led to the creation of auditory learning as many people like to learn by hearing things such as lectures or instructional material. On the other hand, visual learners prefer visual material whereas tactile-kinaesthetic learners are for people . Who learn more by gaining hands on experience.

Nowadays, teachers and other instructors need to be aware of how the students learn so that they can facilitate their learning process. The primary reason for teachers to learn all this is so that they can adapt their style of teaching according to the students. Therefore, it is very important for teachers to understand which mode of learning is more effective for the students. Proponents of learning-style assessment contend . That optimal instruction requires diagnosing individuals’ learning style and tailoring instruction accordingly (Pashlor, McDaniel, Rohrer, Bjork). Many teachers have started having assessments for learning styles.  Which typically ask the individuals to evaluate how they would like to have information presented to them.

学习方法

学习风格是一个自 1930 年代以来在心理学中广泛使用的术语。学习风格的不同方面已经被研究，因此。产生了许多有助于发展和学习不同类型学习风格的理论。已经进行了一些研究，以了解学生感知信息或更喜欢感知信息的不同方式。这导致了听觉学习的产生，因为许多人喜欢通过听讲座或教学材料等来学习。另一方面，视觉学习者更喜欢视觉材料，而触觉-动觉学习者更喜欢人。谁通过获得实践经验来学习更多。

如今，教师和其他教师需要了解学生的学习方式，以便他们能够促进学习过程。教师学习所有这些的主要原因是为了他们可以根据学生调整他们的教学风格。因此，教师了解哪种学习方式对学生更有效是非常重要的。学习型评估的支持者认为。最佳教学需要诊断个人的学习风格并相应地定制教学（Pashlor、McDaniel、Rohrer、Bjork）。许多教师已经开始对学习风格进行评估。这通常要求个人评估他们希望如何向他们展示信息。教育领域代写

Within the field of education, the study of learning styles has had a great influence.

There are many different guidebooks and institutions that present tests for assessing the learning styles of people.  However, in order to review whether these practices had any scientific evidence to support them. The concept of different learning styles actually has wide acceptance among the people.  Not just among the teachers and students, but also among the parents. This acceptance is perhaps not surprising because the learning-styles idea is actively promoted by vendors offering many different tests, assessment devices.  And online technologies to help educators identify their students’ learning styles and adapt their instructional approaches accordingly.  As mentioned above (Pashlor, McDaniel, Rohrer, Bjork).

The study was conducted to understand the what type of evidence would be required in order to assess the effectiveness of the different learning techniques.  Which are effective for the different styles that have been mentioned previously. In order to do this, two steps needed to be completed. The first step was analyzing and understanding the concept of learning styles so that the different form of evidence that would be required could be determined. While the second step involved literature review and a comprehensive analysis of how much evidence already exists on the said topic.

在教育领域，学习风格的研究产生了很大的影响。

有许多不同的指南和机构提供评估人们学习风格的测试。然而，为了审查这些做法是否有任何科学证据来支持它们。不同学习方式的概念实际上已被人们广泛接受。不仅是师生之间，还有家长之间。这种接受也许并不奇怪，因为提供许多不同测试、评估设备的供应商积极推动学习风格的想法。在线技术可帮助教育工作者识别学生的学习风格并相应地调整他们的教学方法。如上所述（Pashlor、McDaniel、Rohrer、Bjork）。教育领域代写

进行这项研究是为了了解需要什么类型的证据才能评估不同学习技术的有效性。这对前面提到的不同风格都有效。为此，需要完成两个步骤。第一步是分析和理解学习风格的概念，以便确定所需的不同形式的证据。而第二步涉及文献回顾和对上述主题已有多少证据的综合分析。

The concept of learning styles has been supported by an immense body of material as well as various commercial activities . Which has given rise to the following by many people.

Especially by parents requesting institutions to implement such practices. There are many books that can be found on the topic, whereas. The commercial material is inclusive of measurement devices.  Which are primarily targeted towards teachers so that they can measure and assess an individual’s learning style. Such devices are majorly used to classify the students into one of more type of learning style. Many organizations suggest that testing should be conducted at various levels of education if not all. So that proper recommendations can be made, especially for students suffering from one or more cognitive disorder such as dyslexia.

For example, the National Association of Secondary School Principles commissioned the construction of a learning-styles test that it distributed widely (Keefe, 1988).  A similar step was taken by the Yale Graduate School of Arts and Sciences. The institute also developed a website which is meant to provide advice and instructions for Yale teachers and instructors. It also helps the instructors understand their own style of teaching so that it does not contradict or conflict with the student’s style of learning. No matter how old we get, we continue to learn and grow with the passage of time.

New developments are being made all over the world every second, and better things are being carried out, which individuals learning something new every second. According to Omrod, a renowned psychologist, “‘Some cognitive styles and dispositions do seem to influence how and what students learn. . . . Some students seem to learn better when information is presented through words (verbal learners). Whereas others seem to learn better when it’s presented through pictures (visual learners)’’, (Pashlor, McDaniel, Rohrer, Bjork).

学习风格的概念得到了大量材料和各种商业活动的支持。这引起了许多人的以下关注。

尤其是家长要求机构实施此类做法。可以找到许多关于该主题的书籍，而。商业材料包括测量设​​备。主要针对教师，以便他们可以衡量和评估个人的学习风格。此类设备主要用于将学生分类为更多类型的学习方式。许多组织建议，即使不是所有教育水平，也应该在不同的教育水平上进行测试。以便可以提出适当的建议，特别是对于患有一种或多种认知障碍（例如阅读障碍）的学生。教育领域代写

例如，全国中学原则协会委托构建了一个广泛分发的学习风格测试（Keefe，1988）。耶鲁大学文理研究生院也采取了类似的步骤。该研究所还开发了一个网站，旨在为耶鲁教师和讲师提供建议和指导。它还有助于教师了解他们自己的教学风格，使其不会与学生的学习风格相矛盾或冲突。无论我们多大年纪，我们都会随着时间的推移不断学习和成长。

世界各地每时每刻都有新的发展，更好的事情正在发生，人们每时每刻都在学习新的东西。著名心理学家奥姆罗德 (Omrod) 表示，“‘某些认知风格和性格似乎确实会影响学生的学习方式和内容。 . . .当信息通过文字呈现时，一些学生似乎学得更好（语言学习者）。而其他人似乎在通过图片呈现时学习得更好（视觉学习者）”，（Pashlor、McDaniel、Rohrer、Bjork）。

Learning Styles Schemes

There are many different learning styles models and schemes, the most popular of which is the model developed by Dunn.  Known as the Dunn and Dunn learning styles, Mumford’s Questionnaire for learning styles. And Kolb’s Inventory of learning styles. Based on these models, different assessment devices have been developed. Which offer an extensive study of the manner in which an individual learns new things. Most of us are good at learning new things and understand concepts faster based on our own experiences.  However, with the passage of time, some people need specific details in order for them to learn new information.

With the success of institutions and an increase in the educational institutes now available for all students.  The prevalence and popularity of the learning styles and their acceptance increased. Most learning style theories are said to be “type theories” which means that they help in classifying people into distinct groups .Which basically indicate the primary means of learning they use. Instead of assigning people grade scores of different dimensions, for example. A person may be able to learn by seeing things, through hands on experience.  And via hearing things different, such as he or she may pick something faster when they experience it rather than when they say or hear it. But may also be able to learn via all three mediums. Most people assume that an individual’s learning style belongs to only one group to which he or she belongs.

学习风格计划

有许多不同的学习风格模型和方案，其中最受欢迎的是 Dunn 开发的模型。被称为邓恩和邓恩学习风格的芒福德学习风格问卷。还有 Kolb 的学习风格清单。基于这些模型，开发了不同的评估设备。它对个人学习新事物的方式进行了广泛的研究。我们大多数人都擅长根据自己的经验学习新事物并更快地理解概念。但是，随着时间的流逝，有些人需要特定的细节才能了解新信息。教育领域代写

随着机构的成功和现在可供所有学生使用的教育机构的增加。学习风格的流行和流行及其接受度增加。大多数学习风格理论被称为“类型理论”，这意味着它们有助于将人们分为不同的群体。这基本上表明了他们使用的主要学习方式。例如，不是为人们分配不同维度的评分。一个人可能能够通过观察事物和亲身体验来学习。并且通过听到不同的东西，例如他或她可能会在他们体验到的东西时更快地做出选择，而不是在他们说或听到它时。但也可以通过所有三种媒介进行学习。大多数人认为一个人的学习风格只属于他或她所属的一个群体。

Psychologist and Psychiatrist C. G. Jung was one of the first people to come up with typological theorizing in the field of learning and personality.

The Myers Briggs type indicator test was developed based on the ideas presented by Jung. Which became one of the most popular personality tests in the 1940s. It continues to be used to date, based on its ability to categorize people into a number of groups.  By providing information that helps in making occupational decisions. The assumption that people actually cluster into distinct groups . As measured by this test has received little support from objective studies (Pashlor, McDaniel, Rohrer, Bjork). However, even with lack of objective support. The popularity of the test and the belief that learning styles do exist has not been affected. There is immense appeal in people to find out what type of person they are. And how it correlates to everything they have ever accomplished or done in their life.

Additionally, many people want the educators to treat them and their children like they are unique.  Which is another reason for the wide acceptance and support for these tests and theories. And finally, the last and the most important reason . Why there is so much popularity among the masses regarding these tests and theories is responsibility. Many people believe that when a child does not perform then it is the adult’s.  Who is responsible for them, duty to ensure that they learn and perform the way they are meant to. That is, rather than attribute one’s lack of success to any lack of ability or effort on one’s part.  It may be more appealing to think that the fault lies with instruction being inadequately tailored to one’s learning style (Pashlor, McDaniel, Rohrer, Bjork).

心理学家和精神病学家 C. G. Jung 是最早在学习和人格领域提出类型学理论的人之一。

Myers Briggs 类型指示器测试是基于 Jung 提出的想法开发的。这成为 1940 年代最受欢迎的性格测试之一。迄今为止，它仍在继续使用，因为它能够将人分为多个群体。通过提供有助于做出职业决策的信息。假设人们实际上聚集成不同的群体。通过该测试衡量，几乎没有得到客观研究（Pashlor、McDaniel、Rohrer、Bjork）的支持。然而，即使缺乏客观的支持。测试的流行和学习风格确实存在的信念没有受到影响。人们对找出自己是什么类型的人有着巨大的吸引力。以及它如何与他们一生中曾经完成或做过的一切相关联。教育领域代写

此外，许多人希望教育工作者对待他们和他们的孩子，就像他们是独一无二的一样。这是这些测试和理论被广泛接受和支持的另一个原因。最后，最后也是最重要的原因。为什么这些测试和理论在群众中如此受欢迎是责任。许多人认为，当孩子不表现时，那是大人的表现。谁对他们负责，有责任确保他们按照预期的方式学习和执行。也就是说，而不是将一个人的失败归咎于一个人缺乏能力或努力。认为错误在于教学不适合一个人的学习风格（Pashlor、McDaniel、Rohrer、Bjork）可能更有吸引力。

There needs to be evidence which suggest that the intervention of the learning styles is needed to enhance a student’s learning by changing the type of instructions being provided to that student.

The optimal instructional method differs according to each student’s preferences.  Simply because in a classroom there are multiple kids who have gotten together to learn. In that aspect, when there are different sets of rules and parameters for each and every student.  Then it becomes necessary for the instructor to find a medium which is acceptable to all. In such situations the instructor is also not able to give ample attention and time to each student.  Which hinders the students’ development. The question then should be whether the educational settings that have been developed . By the school system is perhaps causing a drift between the learning styles of the students and the teaching styles of the teachers, and if so, then how can this be overcome.

Interactions are the key in determining the learning styles of people because it helps in understanding what clicks with the individual and thus. Helps them learn faster than others. Learners need to be divided into different groups, that are given various tasks to accomplish and learn from. Key findings need to be developed on the basis of what an individual learns and how this helps him or her achieve the goals that have been set by the study. This set up will indicate how much learning styles actually help in understanding . Why a student fails or why an individual performs lower than his or her peers.

需要有证据表明需要对学习风格进行干预，以通过改变提供给学生的指令类型来增强学生的学习。

最佳教学方法因每个学生的喜好而异。仅仅因为在一个教室里有多个孩子聚在一起学习。在这方面，当每个学生都有不同的规则和参数集时。然后，教师就必须找到一种所有人都能接受的媒介。在这种情况下，教师也无法对每个学生给予足够的关注和时间。从而阻碍了学生的发展。那么问题应该是已经开发的教育环境。学校系统可能会导致学生的学习方式和教师的教学方式之间出现偏差，如果是这样，那么如何克服这种情况。教育领域代写

互动是决定人们学习风格的关键，因为它有助于了解个人的兴趣所在。帮助他们比其他人学习得更快。学习者需要被分成不同的组，他们被赋予不同的任务来完成和学习。关键发现需要基于个人的学习内容以及这如何帮助他或她实现研究设定的目标。这种设置将表明学习方式实际上对理解有多大帮助。为什么学生失败或为什么个人表现低于他或她的同龄人。

So far, it has been discussed that individuals have preferences regarding the manner in which information is provided to them, thereby, allowing them to learn.

However, on the other hand, it also needs to be understood that each individual is born with an ability that is stronger than the rest and thus.  The mental capability and abilities differ from person to person. The notion of learning style as a set of preferences and the notion of learning style.  As a specific aptitude are very closely intertwined in many discussions of learning styles (Pashlor, McDaniel, Rohrer, Bjork). Additionally, it is our impression and perception that learning styles and differential abilities are distinguished.

It needs to be understood that the primary reason. Why learning styles differ is because everybody is born with different abilities and thus perceives and processes information different as well. This is one of the major reasons why it is necessary to understand the study of learning styles and develop.  It further so that it can benefit those who face difficulty in understanding and learning new things. Processing information can take some time which can be a little disconcerting for many people since they believe that the child may be lacking in some way.  However, everybody has their own time and pace at which they learn and process information.

到目前为止，已经讨论过个人对向他们提供信息的方式有偏好，从而允许他们学习。教育领域代写

然而，另一方面，也需要理解的是，每个人与生俱来的能力就比其他人强，因此。心智能力和能力因人而异。学习风格的概念作为一组偏好和学习风格的概念。作为一种特定的才能，在许多关于学习风格的讨论中都非常紧密地交织在一起（Pashlor、McDaniel、Rohrer、Bjork）。此外，我们的印象和认知是区分学习风格和差异化能力。

需要了解的是主要原因。学习风格之所以不同，是因为每个人天生能力不同，因此对信息的感知和处理也不同。这也是为什么有必要了解学习风格的研究和发展的主要原因之一。它进一步使它可以使那些在理解和学习新事物方面遇到困难的人受益。处理信息可能需要一些时间，这对许多人来说可能有点令人不安，因为他们认为孩子可能在某些方面有所欠缺。但是，每个人都有自己的时间和节奏来学习和处理信息。

Cornbach (1957) conducted immense research in order to understand and uncover the interactions between aptitude and instructions (along with various aspects of instructions).

Aptitude by treatment interactions (refers to the course instructions and other instructions received) is separate from the learning styles measurement.  Which reveals that interactions are necessary in order to ensure that the students learn the correct messages and gain the context in which topics are being taught. Similarly there are personality by treatment interactions as well, as mentioned previously, many people learn by experiencing things. Which teaches them in more ways than one about the valuable life lessons. However, personality is a key indicator that presents a clearer picture of how individuals learn and how they use those learnings. To sum it up, it can be simply understood that the learning styles and personality are interlinked and highly dependent upon one another.

However, there is still much that needs to be understood and studies on this topic as research is based on hypothesis and not actual data . Which can be quantified and analyzed under different assumptions. Therefor I would like to suggest that there is a great need to have more studies on the said topic . So that actionable theories and results could be achieved and understood.

Cornbach (1957) 进行了大量研究，以了解和揭示能力与指令（以及指令的各个方面）之间的相互作用。

通过治疗交互的能力（指收到的课程说明和其他说明）与学习风格测量是分开的。这表明互动是必要的，以确保学生学习正确的信息并获得所教授主题的上下文。同样，治疗互动也有个性，如前所述，许多人通过体验事物来学习。这以更多的方式教给他们宝贵的人生课程。然而，个性是一个关键指标，它更清晰地展示了个人如何学习以及他们如何使用这些知识。综上所述，可以简单地理解为，学习风格和个性是相互关联的，高度依赖的。教育领域代写

但是，由于研究是基于假设而非实际数据，因此仍有很多需要了解和研究的主题。可以在不同的假设下对其进行量化和分析。因此，我想建议，非常需要对上述主题进行更多的研究。从而实现和理解可操作的理论和结果。

Conclusion

To conclude, I would like to state that the study on learning styles is something on which more research needs to be conducted.  So that a clearer picture can be brought forward. Additionally, the evaluation of the learning-styles concept led us to identify the form of evidence needed to validate the use of learning-style assessments in instructional settings (Pashlor, McDaniel, Rohrer, Bjork).

The search of learning styles has actually led us to slight, fragmented and entirely unconvincing evidences.

Which do not really prove that a) learning styles actually are important in helping develop the manner . In which people learn and making the process easier for them and b) in determining just how effective the methods and techniques.  That have been laid out by many of the famous organizations and authors actually are in developing the cognitive abilities of an individual. In terms of applying the learning style assessments.  It is questionable whether or not school systems should actually allow their use, as it does not reveal in any manner.  That it is indeed effective for the kids who are studying or who seek help in learning new information.

With the advent of many technological devices, kids have become far more advanced in terms of gathering information and learning new things that it begets the question. Are learning style studies and tests.  And questionnaires really that effective in helping teachers develop a teaching style .  That best meets the needs of the students. At the same time. It also brings forward the question that is there any basis of the popularity of learning styles as it is not backed by any quantifiable results. Perhaps, the matter needs to be looked into in greater detail so that the learning styles.  If useful at all, can be better developed and honed in all children.

结论

最后，我想说明学习风格的研究需要进行更多的研究。以便可以提出更清晰的画面。此外，对学习风格概念的评估使我们确定了验证在教学环境中使用学习风格评估所需的证据形式（Pashlor、McDaniel、Rohrer、Bjork）。

对学习风格的探索实际上让我们找到了微不足道的、零散的、完全没有说服力的证据。教育领域代写

这并不能真正证明 a) 学习风格实际上在帮助发展方式方面很重要。人们在其中学习并使过程对他们来说更容易，并且 b) 确定方法和技术的有效性。许多著名的组织和作者都提出了这一点，实际上是在发展个人的认知能力。在应用学习风格评估方面。学校系统是否应该真正允许使用它们是值得怀疑的，因为它没有以任何方式揭示。对于正在学习或寻求帮助以学习新信息的孩子来说，它确实有效。

随着许多技术设备的出现，孩子们在收集信息和学习新事物方面变得更加先进，这引发了问题。正在学习风格研究和测试。而问卷调查确实能有效地帮助教师形成教学风格。最能满足学生的需求。同时。它还提出了一个问题，即学习风格的流行是否有任何基础，因为它没有任何可量化的结果支持。也许，这件事需要更详细地研究，以便学习风格。如果有用，可以在所有儿童中得到更好的发展和磨练。

In order to ensure that the learning style studies can be of use to the students as well as teachers, we suggest the following, so that all involved parties can gain benefits from them.

Although in this paper we have argued that the extent of data that is currently available does not provide support for the learning-styles hypothesis.  It should be emphasized that it cannot be claimed that the same kind of instruction is applicable in all contexts. Situations and with all involved parties, teachers as well as learners. An obvious point is that the optimal instructional method is likely to vary across disciplines. For instance, the optimal curriculum for a writing course probably includes a heavy verbal emphasis, whereas the most efficient and effective method of teaching geometry obviously requires visual–spatial materials (Pashlor, McDaniel, Rohrer, Bjork). Therefore, as discussed in this paper, there are conflicting views on the matter regarding the effective utilization of learning styles.

No doubt there are different types of learning styles, and people have their own way of studying and learning details. Some students read and memorize it, whereas, others have to write everything down.  In order to comprehend the message that is being provided through their studies. Teachers need to understand the different ways in which students learn and should incorporate the different types of learning in their teaching styles.  So that the overall effectiveness of their lectures can be gained by all students. Additionally, it should also be understood that through proper guidance and encouragement from instructors. Even the students who were unable to perform well can do so. Therefore, instructors need to be aware of the most effective teachings styles available out there.  And ensure that the students are able to learn what is intended.

为了确保学习风格研究对学生和教师有用，我们提出以下建议，以便所有相关方都能从中受益。

尽管在本文中我们认为当前可用的数据范围并不能支持学习风格假设。应该强调的是，不能声称同一种指令适用于所有情况。情况以及所有相关方、教师和学习者。显而易见的一点是，最佳教学方法可能因学科而异。例如，写作课程的最佳课程可能包括大量的口头强调，而最有效和最有效的几何教学方法显然需要视觉空间材料（Pashlor、McDaniel、Rohrer、Bjork）。因此，正如本文所讨论的，关于有效利用学习风格的问题存在着相互矛盾的观点。

毫无疑问，有不同类型的学习方式，人们有自己的学习方式和学习细节。一些学生阅读并记住它，而另一些学生则必须写下所有内容。为了理解通过他们的研究提供的信息。教师需要了解学生的不同学习方式，并应将不同类型的学习纳入其教学风格。使所有学生都能获得他们讲座的整体效果。此外，还应该理解，通过教师的适当指导和鼓励。即使是成绩不好的学生也能做到。因此，教师需要了解现有的最有效的教学方式。并确保学生能够了解预期的内容。教育领域代写

Some students will benefit from having a specific type of course content, whereas, other will benefit from having a different type of course content.

Yes, it may be because of their learning styles, however, as mentioned earlier, most studies believe that one person can only have one specific type of learning style and don’t even consider that one person can having varying degrees of each type of learning styles, i.e. learning through hearing, seeing or by gaining hands on experience. It should be considered that a person, being the complex being that he or she is.  Can have different degrees of the three learning styles and there can be one dominant learning styles, but other types of learning can be honed and developed as well.

To sum up, I would just like to state that learning is a state of the mind and a cognitive process that differs from person to person. Generalizing it is not going to help anyone, therefore, more research needs to be conducted and a clearer thought process needs to be developed . Which actually presents a quantifiable framework that helps determine the effectiveness of the different learning styles that each person possesses.

一些学生将从拥有特定类型的课程内容中受益，而其他学生将从拥有不同类型的课程内容中受益。

是的，可能是因为他们的学习方式，但是，正如前面提到的，大多数研究认为一个人只能有一种特定类型的学习方式，甚至不认为一个人可以对每种类型的学习有不同程度的学习风格，即通过听、看或通过获得经验来学习。应该考虑一个人，因为他或她是复杂的存在。可以有不同程度的三种学习方式，可以有一种占主导地位的学习方式，但其他类型的学习也可以磨练和发展。

综上所述，我只想说，学习是一种精神状态，是一种因人而异的认知过程。概括它对任何人都没有帮助，因此，需要进行更多的研究，并需要制定更清晰的思维过程。这实际上提供了一个可量化的框架，有助于确定每个人拥有的不同学习方式的有效性。教育领域代写

References

Harold Pashler, Mark McDaniel, Doug Rohrer, and Robert Bjork, Learning Styles Concepts and Evidence, retrieved 23-3-18 from;

https://pdfs.semanticscholar.org/06fb/bfc3cbf2bcdaa8a98f821f21cdab34dd20aa.pdf

Learning Styles and Learning Preferences, retrieved 23-3-18 from;

http://dyscovery.research.southwales.ac.uk/media/files/documents/2014-01-16/Module_8.pdf

Jan De Houwer & Dermot Barnes-Holmes & Agnes Moors, What is learning? On the nature and merits of a functional definition of learning, retrieved 23-3-18 from;

https://ppw.kuleuven.be/okp/_pdf/DeHouwer2013WILOT.pdf

Sean H. K. Kang, Spaced Repetition Promotes Efficient and Effective Learning: Policy Implications for Instruction, retrieved 23-3-18 from;

https://www.dartmouth.edu/~cogedlab/pubs/Kang(2016,PIBBS).pdf

Doug Rohrer and Harold Pashler, Recent Research on Human Learning Challenges Conventional Instructional Strategies, retrieved 23-3-18 from;

https://pdfs.semanticscholar.org/c7d9/85633bb5705f6de17043ab60a13078a45a13.pdf

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