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| <!-- La catégorie article est une sous-catégorie de référence. Elle inclut les articles publiés dans des revues ou des journaux.-->
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| = Learning styles: Concepts and evidence =
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| == 1. Références ==
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| * '''Référence complète APA''' : Paschler, H., McDaniel, M., Rohrer, D. and Bjork, R. (2010) Learning styles: Concepts and evidence. Psychological Science in the Public Interest 9, pp. 105-119.
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| <!-- Rappel de la syntaxe :
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| * Auteur, A. A., Auteur, B. B., & Auteur, C. C. (Année). Titre de l'article. Titre du périodique, volume(numéro), page de début - page de fin.
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| * Rousseau, F. L., & Vallerand, R. J. (2003). Le rôle de la passion dans le bien-être subjectif des ainés. Revue québécoise de psychologie, 24(3), 197-211.
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| * '''Auteur(s)''' : [[Harold Pashler]], [[Mark McDaniel]], [[Doug Rohrer]], & [[Robert Bjork]]
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| <!-- Remettre ici le ou les auteurs au format Prénom Nom, entre doubles crochets, afin de pouvoir retrouver les publications par auteur.-->
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| * '''Revue''' : [[Psychological Science in the Public Interest]]
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| <br>
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| == 2. Copies ==
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| * '''Copie en ligne''' : http://www.psychologicalscience.org/journals/pspi/PSPI_9_3.pdf
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| <!-- Si l'article est disponible sur Internet, mettre l'URL -->
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| * '''Copie locale''' : [[Fichier:Paschler McDaniel et al 2010.pdf]]
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| <!-- Idéalement, stocker une copie locale du fichier dans le wiki (en respectant les conventions de nommage du fichier) et faire ici le lien -->
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| * '''Copie physique''' :
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| <!-- Si une copie physique existe (ex tirage papier), indiquer ici sa localisation et sa référence -->
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| <br>
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| == 3. Mots-clés ==
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| <!-- Mettre ici la liste de sujets sur lesquels porte l'article, entre doubles crochets, afin de pouvoir retrouver les publications par sujet.-->
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| * [[style d'apprentissage]]
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| <br>
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| == 4. Abstract ==
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| SUMMARY—The term ‘‘learning styles’’ refers to the concept
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| that individuals differ in regard to what mode of instruction
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| or study is most effective for them. Proponents of
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| learning-style assessment contend that optimal instruction
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| requires diagnosing individuals’ learning style and tailoring
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| instruction accordingly. Assessments of learning
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| style typically ask people to evaluate what sort of information
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| presentation they prefer (e.g., words versus pictures
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| versus speech) and/or what kind of mental activity
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| they find most engaging or congenial (e.g., analysis versus
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| listening), although assessment instruments are extremely
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| diverse. The most common—but not the only—hypothesis
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| about the instructional relevance of learning styles is the
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| meshing hypothesis, according to which instruction is best
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| provided in a format that matches the preferences of the
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| learner (e.g., for a ‘‘visual learner,’’ emphasizing visual
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| presentation of information).
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| The learning-styles view has acquired great influence
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| within the education field, and is frequently encountered
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| at levels ranging from kindergarten to graduate school.
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| There is a thriving industry devoted to publishing learning-
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| styles tests and guidebooks for teachers, and many
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| organizations offer professional development workshops
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| for teachers and educators built around the concept of
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| learning styles.
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| The authors of the present review were charged with
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| determining whether these practices are supported by
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| scientific evidence. We concluded that any credible validation
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| of learning-styles-based instruction requires robust
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| documentation of a very particular type of experimental
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| finding with several necessary criteria. First, students
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| must be divided into groups on the basis of their learning
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| styles, and then students from each group must be randomly
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| assigned to receive one of multiple instructional
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| methods. Next, students must then sit for a final test that is
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| the same for all students. Finally, in order to demonstrate
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| that optimal learning requires that students receive instruction
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| tailored to their putative learning style, the
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| experiment must reveal a specific type of interaction between
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| learning style and instructional method: Students
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| with one learning style achieve the best educational
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| outcome when given an instructional method that differs
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| from the instructional method producing the best outcome
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| for students with a different learning style. In
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| other words, the instructional method that proves most
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| effective for students with one learning style is not the most
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| effective method for students with a different learning
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| style.
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| Our review of the literature disclosed ample evidence
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| that children and adults will, if asked, express preferences
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| about howthey prefer information to be presented to them.
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| There is also plentiful evidence arguing that people differ
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| in the degree to which they have some fairly specific aptitudes
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| for different kinds of thinking and for processing
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| different types of information. However, we found virtually
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| no evidence for the interaction pattern mentioned
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| above, which was judged to be a precondition for validating
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| the educational applications of learning styles. Although
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| the literature on learning styles is enormous, very
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| few studies have even used an experimental methodology
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| capable of testing the validity of learning styles applied to
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| education. Moreover, of those that did use an appropriate
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| method, several found results that flatly contradict the
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| popular meshing hypothesis.
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| We conclude therefore, that at present, there is no adequate
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| evidence base to justify incorporating learningstyles
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| assessments into general educational practice. Thus,
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| limited education resources would better be devoted to
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| adopting other educational practices that have a strong
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| evidence base, of which there are an increasing number.
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| However, given the lack of methodologically sound studies
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| of learning styles, it would be an error to conclude that all
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| possible versions of learning styles have been tested and
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| found wanting; many have simply not been tested at all.
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| <br>
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| == 5. Résumé (facultatif) ==
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| <!-- Entrer ici un résumé personnel de l'article (facultatif) -->
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