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Styles of Learning and Thinking Matter in Instruction and Assessment. / Sternberg, Robert J.; Grigorenko, Elena L.; Zhang, Li Fang.

In: Perspectives on Psychological Science, Vol. 3, No. 6, 11.2008, p. 486-506.

Research output: Contribution to journal › Article › peer-review

Harvard

Sternberg, RJ, Grigorenko, EL & Zhang, LF 2008, 'Styles of Learning and Thinking Matter in Instruction and Assessment', Perspectives on Psychological Science, vol. 3, no. 6, pp. 486-506. https://doi.org/10.1111/j.1745-6924.2008.00095.x

APA

Sternberg, R. J., Grigorenko, E. L., & Zhang, L. F. (2008). Styles of Learning and Thinking Matter in Instruction and Assessment. Perspectives on Psychological Science, 3(6), 486-506. https://doi.org/10.1111/j.1745-6924.2008.00095.x

Vancouver

Sternberg RJ, Grigorenko EL, Zhang LF. Styles of Learning and Thinking Matter in Instruction and Assessment. Perspectives on Psychological Science. 2008 Nov;3(6):486-506. https://doi.org/10.1111/j.1745-6924.2008.00095.x

Author

Sternberg, Robert J. ; Grigorenko, Elena L. ; Zhang, Li Fang. / Styles of Learning and Thinking Matter in Instruction and Assessment. In: Perspectives on Psychological Science. 2008 ; Vol. 3, No. 6. pp. 486-506.

BibTeX

@article{7a458e44f4cc4ec084e16d5cfb1cb101,
title = "Styles of Learning and Thinking Matter in Instruction and Assessment",
abstract = "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.",
author = "Sternberg, {Robert J.} and Grigorenko, {Elena L.} and Zhang, {Li Fang}",
note = "Funding Information: The work described in this article was supported by Grant REC-9979843 from the National Science Foundation, by a government grant under the Javits Act Program (Grant No. R206R000001) as administered by the Institute of Educational Science, U.S. Department of Education, the College Board, the Educational Testing Service, and Choate Rosemary Hall. Grantees undertaking such projects are encouraged to express freely their professional judgment. This article, therefore, does not necessarily represent the positions or the policies of the U.S. government, and no official endorsement should be inferred. We are grateful to Linda Jarvin, Research Associate Professor of Education and Deputy Director of the Center for the Psychology of Abilities, Competencies, and Expertise at Tufts, for her collaborations and helpful comments on a draft. ",
year = "2008",
month = nov,
doi = "10.1111/j.1745-6924.2008.00095.x",
language = "English",
volume = "3",
pages = "486--506",
journal = "Perspectives on Psychological Science",
issn = "1745-6916",
publisher = "SAGE",
number = "6",

}

RIS

TY - JOUR

T1 - Styles of Learning and Thinking Matter in Instruction and Assessment

AU - Sternberg, Robert J.

AU - Grigorenko, Elena L.

AU - Zhang, Li Fang

N1 - Funding Information: The work described in this article was supported by Grant REC-9979843 from the National Science Foundation, by a government grant under the Javits Act Program (Grant No. R206R000001) as administered by the Institute of Educational Science, U.S. Department of Education, the College Board, the Educational Testing Service, and Choate Rosemary Hall. Grantees undertaking such projects are encouraged to express freely their professional judgment. This article, therefore, does not necessarily represent the positions or the policies of the U.S. government, and no official endorsement should be inferred. We are grateful to Linda Jarvin, Research Associate Professor of Education and Deputy Director of the Center for the Psychology of Abilities, Competencies, and Expertise at Tufts, for her collaborations and helpful comments on a draft.

PY - 2008/11

Y1 - 2008/11

N2 - 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.

AB - 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.

UR - http://www.scopus.com/inward/record.url?scp=84993797782&partnerID=8YFLogxK

U2 - 10.1111/j.1745-6924.2008.00095.x

DO - 10.1111/j.1745-6924.2008.00095.x

M3 - Article

AN - SCOPUS:84993797782

VL - 3

SP - 486

EP - 506

JO - Perspectives on Psychological Science

JF - Perspectives on Psychological Science

SN - 1745-6916

IS - 6

ER -

ID: 87393660