Learning Strategies and Learning Styles

1. Front Matter

   Pages i-xxi

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2. The Concepts of Strategy and Style

   1. Front Matter

      Pages 1-1

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   2. An Introduction to Strategies and Styles of Learning

      • Ronald Ray Schmeck

      Pages 3-19

   3. Motivational Factors in Students’ Approaches to Learning

      • Noel Entwistle

      Pages 21-51

   4. Describing and Improving Learning

      • Ference Marton

      Pages 53-82

   5. Learning Strategies, Teaching Strategies, and Conceptual or Learning Style

      • Gordon Pask

      Pages 83-100

   6. Simultaneous-Successive Processing and Planning

      • J. P. Das

      Pages 101-129

   7. Students’ Self-Concepts and the Quality of Learning in Public Schools and Universities

      • Patricia McCarthy, Ronald Ray Schmeck

      Pages 131-156

3. Applications of the Concepts of Strategy and Style

   1. Front Matter

      Pages 157-157

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   2. Context and Strategy

      • Paul Ramsden

      Pages 159-184

   3. Approaches to Learning and to Essay Writing

      • John Biggs

      Pages 185-228

   4. Style, Strategy, and Skill in Reading

      • John R. Kirby

      Pages 229-274

   5. Styles of Thinking and Creativity

      • E. P. Torrance, Z. L. Rockenstein

      Pages 275-290

   6. Assessment and Training of Student Learning Strategies

      • Claire E. Weinstein

      Pages 291-316

   7. Strategies and Styles of Learning

      • Ronald Ray Schmeck

      Pages 317-347

4. Back Matter

   Pages 349-368

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A style is any pattern we see in a person's way of accomplishing a particular type of task. The "task" of interest in the present context is education-learning and remembering in school and transferring what is learned to the world outside of school. Teachers are expressing some sort of awareness of style when they observe a particular action taken by a particular student and then say something like: "This doesn't surprise me! That's just the way he is. " Observation of a single action cannot reveal a style. One's impres­ sion of a person's style is abstracted from multiple experiences of the person under similar circumstances. In education, if we understand the styles of individual students, we can often anticipate their perceptions and subsequent behaviors, anticipate their misunderstandings, take ad­ vantage of their strengths, and avoid (or correct) their weaknesses. These are some of the goals of the present text. In the first chapter, I present an overview of the terminology and research methods used by various authors of the text. Although they differ a bit with regard to meanings ascribed to certain terms or with regard to conclusions drawn from certain types of data, there is none­ theless considerable agreement, especially when one realizes that they represent three different continents and five different nationalities.

• Action
• behavior
• creativity
• education
• perception

• Department of Psychology, Southern Illinois University, Carbondale, USA

  Ronald Ray Schmeck

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