There are two styles of learning and thinking: ability based and personality based. The former are assessed by maximum-performance tests, and the latter are assessed by typical-performance tests. We argue that both kinds of styles matter for instruction and assessment in school. In particular, shaping lessons based on an awareness that people learn and think in different ways can lead to improved instructional outcomes. We describe one ability-based theory and one personality-based theory and present supporting data from multiple studies relevant to each.

Original languageEnglish
Pages (from-to)486-506
Number of pages21
JournalPerspectives on Psychological Science
Volume3
Issue number6
DOIs
StatePublished - Nov 2008

    Scopus subject areas

  • Psychology(all)

ID: 87393660