The VARK

Modified: 2023-09-05 9:06 PM CDST [Pay attention to these dates and times]

In the late 1940s the American psychologist Herman Witkin began to study what later became to be known as cognitive styles or learning styles. Today, educators realize that students learn in different ways; there is no one correct method to teach or to learn. In freshman seminar courses at Southern Arkansas University the VARK test is administered to help students realize what their optimal method of learning might be. The VARK is one of several methods for assessing learning styles. But, research (see below) indicates that learning styles are: do not predict individual differences in learning, lack a theoretical basis, are difficult to measure, and are not linked to academic achievement. Research (see below) suggests that individual differences (verbal and visual), expertise, self-regulation, and the avoidance of perfectionism play a much larger role. Unfortunately, learning styles have become ingrained in educational practice despite any solid evidence for their worth.

Witkin and Asch

Early on, Witkin and Asch (1948) collaborated on a series of experiments designed to test how people responded to changes in their frame of reference. Using a new procedure, the rod-and-frame test they discovered that people responded in either of two ways. Some people oriented the rod visually, parallel to the vertical side of the frame even when the frame was tilted. Others oriented the rod in an upright position using gravitational cues, disregarding the visual cues provided by the frame. They labeled people who used visual cues to orient the rod as field dependent and people who used gravitational cues as field independent. Rock (1992, p. 405) wrote:

Witkin was particularly interested in these differences [field dependence and independence], so at this point he and Asch parted company . . . Witkin sought to correlate these differences with differences in other perceptual tasks . . . This work was among the first investigations of what came to be called cognitive styles [original italics]. Asch and Witkin’s experiments were clearly attempts to quantify, experimentally, a gestalt concept, the frame of reference.

Wikipedia on Rod and Frame Test Notice that the participants could sit in a chair that could be tilted; the room itself could be tilted as well. Participants had to determine whether visual or proprioreceptive (gravity) cues were more important.

From: Hudson, Li, and Matin (2006)

Bucket of water demo (video)

Pilot does barrel roll and does not spill water (video)

Learning Styles

• Learning styles emerged from Witkin's research. Since then the topic has blossomed into a very large plant, but are learning styles real?
• Riener and Willingham, 2010 think not. Instead, they argue:
  • that students are different
  • people vary in their capacity to learn
  • individual interests play a major role
  • background knowledge is important
  • learning disabilities matter
    • dyslexia
    • autistic spectrum
    • hearing difficulties
      • all of the above require special techniques and efforts from students and teachers
  • Their "punch line":
    • "Students differ in their abilities, interests, and background knowledge, but not in their learning styles. Students may have preferences about how to learn, but no evidence suggests that catering to those preferences will lead to better learning."
• An and Carr (2017) Propose that
  • learning styles:
    • lack a clear, explanatory framework
    • are hard to measure
    • fail to link to achievement
  • They suggest that:
    • individual differences in verbal and visual skills
    • expertise and domain knowledge
    • self-regulation and inhibition
    • perfectionism all play a role in the process of academic learning
  • They recommend:
    • the use of multiple representations (e.g., visual, auditory, smell and taste)
      • think of a circle, it can be represented as an image, a description, a procedure, or an equation
    • not to teach to student's preferred styles, instead they should work to improve student's visual, verbal, and spatial skills
      • they argue that improvement in non-preferred styles is possible
        • I'm watching the US Open: don't just rely on your forehand, develop a backhand
    • the concrete/abstract dimension is really a reflection of expertise with abstract thinking arising with increased expertise
      • the less students know about a topic they more likely they are to approach learning concretely; the more they know the more they approach it abstractly
    • impulsivity: are students fast and accurate (e.g., fluent) or fast and inaccurate (impulsive)?
      • fluency is preferred
    • effortful self-regulation (delayed gratification, for instance)
      • remembering long term goals and sacrificing short term pleasures is the key (but still take time out for rewarding oneself)
    • against high levels of perfectionism
      • people high in perfectionism are more likely to fear the criticisms of others and more likely to keep working on a project long past it reaches an acceptable state
      • You should strive for the A-

With the above as a warning let's look at learning styles. One approach is the VARK

VARK stands for Visual, Aural, Read/Write, and Kinesthetic. Those are different learning styles.

• Not all students learn the same way
  • Visual learners like to underline, highlight, and organize notes
  • Aural learners like to read notes out loud
  • Read/Write learners like to write and rewrite their notes and take mock tests
  • Kinesthetic learners like to move their bodies and move around while studying
• Some learners have specific problems that make learning more difficult

Below is a link that will allow you to assess your particular learning style:

• Online VARK

• Your VARK scores
  • The following links will help you understand your results and the VARK categories.
  • The links below will help you better structure your study habits based upon your particular VARK category.
    • Multimodal
    • Visual
    • Aural
    • Read/Write
    • Kinesthetic
• The Bottom Line about academic success is:
  • ability counts
    • honors students should have more ability than others
  • your approach to learning is going to be different than someone elses
    • have you analyzed your own approach?
  • interest accounts for much of learning
    • hobbies are a good example
      • do you have a hobby?
      • has your hobby led you to expert knowledge about a subject?
      • a sport can be a hobby, fyi
  • background knowledge plays a large role
    • remember that test on our main page?
      • General Knowledge Quiz
    • What is the capital of Burkina Faso?
    • How long is a chukker?
    • What is the name of the second highest mountain?
    • On the average, how many grooves are there on a long playing record? (33 and 1/3 rpm)
    • (Thank goodness for Google!)
  • learning disabilities exist
    • LD students must adopt individual approaches to learning
    • teachers of LD students must do so also
  • too much perfectionism is not conducive to learning
    • are you a perfectionist?
• Your Turn:
  • Share some of your study habits.

Reference:

Hudson, T. E., Li, W., & Matin, L. (2006). The field dependence/independence cognitive style does not control the spatial perception of elevation, Perception & Psychophysics, 65, 377-382)

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My study habit advice:

• Read texts three times:
  • First time, just read it
  • Second time, study it, use notes, hi ligher, underlining
  • Third time, review, assess sections you don't know fully
• Take notes (we will review that soon)
  • Take notes of your notes (What!)
• Note when instructor says, "this will be on the test"
• Space out your reading and studying
  • That way you can do something else when you are not in the zone (wash clothes, watch TV, perform any necessary mechanical task)
• Look for older honors students who have taken the same course and instructor
  • Do they still have their notes; can you borrow or copy them?
  • Interview them about the course
• Ask questions in class; if you have a question someone else in the class probably has the same one
• Visit with you instructors, especially in honors classes. But, don't overstay your welcome.

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