Abstract
This study provides an initial examination of a learning style topology through the comparison of information processing and instructional preference toponymies. It was hypothesized that learning style modes would be discernible within each of these toponymies and that the toponymies would demonstrate orthogonality. Data analyzed for 429 university students supported these hypotheses.
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Marshall, J.C. Examination of a learning style topology. Res High Educ 26, 417–429 (1987). https://doi.org/10.1007/BF00992375
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DOI: https://doi.org/10.1007/BF00992375