Understanding and defining cognitive style and learning style: a Delphi study in the context of educational psychology

被引：28

作者：

Armstrong, Steven J. ^{[1
]}

Peterson, Elizabeth R. ^{[2
]}

Rayner, Stephen G. ^{[3
]}

机构：

[1] Univ Hull, Sch Business, Kingston Upon Hull HU6 7RX, N Humberside, England

[2] Univ Auckland, Dept Psychol, Auckland, New Zealand

[3] Oxford Brookes Univ, Westminster Inst Educ, Oxford OX3 0BP, England

来源：

EDUCATIONAL STUDIES | 2012年 / 38卷 / 04期

关键词：

cognitive; learning; style; Delphi;

D O I：

10.1080/03055698.2011.643110

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

This report outlines the findings from a Delphi study designed to establish consensus on the definitions of cognitive style and learning style amongst an international style researcher community. The study yields long-needed definitions for each construct that reflect high levels of agreement. In a field that has been criticised for a bewildering array of definitions and a proliferation of terms and concepts, this study represents an important step to address confusion in the meaning of the two terms. New researchers interested in styles are encouraged to draw on these definitions when developing new research agendas aimed at deepening our understanding of style as a core construct in educational psychology.

引用

页码：449 / 455

页数：7