Learning Style Typologies
1. Learning style typologies
The visualizer-verbalizer dimension is applied in learning typology to understand why some individuals prefer learning through incorporation of visual and verbal aspect of cognition in an attempt to increase their learning ability. Visualizing is efficient as a supporting factor to verbal learning such that learners who are exposed to either off the two are better off at enhancing their learning capability. Visualization enables perception and learning to take place faster rather than application of only one dimension. According to this theory, the level of visualization is based on the amount of verbal information that is presented to the learner prior to seeing the real image that was being visualized previously (Atherton, 2010).
Kolb’s theory presents learning as specific to the subject and topic being taught such that different topics in the same subject may require the teacher to use different techniques to increase the learning ability. This theory depicts the nature of items being learnt as key determinants of the cognitive ability of learners and various strategies must be used by the professionals in that field to look for the best method to pass the information. The Kolb theory is depicted in the way in which early childhood teachers and teachers in tertiary institutions use different criterions to pass information to the learners at different levels (Atherton, 2010).
The Sternberg’s theory of differential learning is attributed to the ability of learners to interpret verbal and nonverbal messages, as well as, the ability to analyze the information so as to formulate a clear understanding of the same. This is enhanced by the creativity of the learner a trait which is more of biological than psychological (Atherton, 2010). Knowledge of various learning styles is crucial in determining the best approach towards counseling interventions. This makes the whole procedure easier and effective (Atherton, 2010).
2. Role of memory in different learning disabilities
Memory refers to the flow of information in the brain which enables individual to remember pats events. People with learning disabilities are often presented as having very short memories which lapse very quickly hence they cannot recall anything form their past. This makes learning difficult especially for those with learning disabilities as the connection between past lessons and the current topic will not be made. Hence the learner fails to see the link between what the teachers taught yesterday and what they are learning today thus derailing the learning process. Consequently, some learners may be intelligence but their poor memory status could be due to impairment of the brain hence compromising their intellectual; abilities (Atherton, 2010).
Memory impairment due to a learning disability is exhibited by poor memory throughout classes such that it does not occur overnight. However, memory impairment due to test-taking anxiety is depicted by abrupt worry and poor memory days or hours prior to an examination. Learners with leaning disability will be aware that they have been experiencing problems in class hence their failing during examinations is not surprising. However, normal children who have been performing normally in class risk having memory impairment especially if they are not well prepared to sit the test (Atherton, 2010).
Reference
Atherton, J S (2010) Learning and Teaching; Experiential Learning UK retrieved on July 17, 2010 from: http://www.learningandteaching.info/learning/experience.htm
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