You must read this article to understand it, but many people feel reading is not how they learn best. They would rather listen to an explanation or view a diagram. Researchers have formalized those intuitions into theories of learning styles. These theories are influential enough that many states (including New York) require future teachers to know them and to know how they might be used in the classroom.
But there’s no good scientific evidence that learning styles actually exist.
Over the last several decades, researchers have proposed dozens of theories, each suggesting a scheme to categorize learners. The best known proposes that some of us like words and others like pictures, but other theories make different distinctions: whether you like to solve problems intuitively or by analyzing them, for example, or whether you prefer to tackle a complex idea with an overview or by diving into details.
If one of these theories were right, it would bring important benefits. In the classroom, a brief test would categorize children as this type of learner or that, and then a teacher could include more of this or that in their schooling. In the workplace, a manager might send one employee a memo but communicate the same information to another in a conversation.
Does such matching work? To find out, researchers must determine individuals’ supposed learning style and then ask them to learn something in a way that matches or conflicts with it. For example, in an experiment testing the visual-auditory theory, researchers determined subjects’ styles by asking about their usual mental strategies: Do you spell an unfamiliar word by sounding it out or visualizing the letters? Do you give directions in words or by drawing a map?
