Auditory learning or Auditory modality is one of three learning modalities originally proposed by Walter Burke Barbe and colleagues that characterizes a learner as depending on listening and speaking as a main way of processing and/or retaining information.[1][2]
According to the theory, auditory learners must be able to hear what is being said to understand, and may have difficulty with instructions that are drawn. They also use their listening and repeating skills to sort through the information presented to them.[3]
Few studies have found validity in using learning styles in education.[4]
Auditory learners may have a propensity for using audible signals like changes in tone to aid in recollection. For example, when memorizing a phone number, an auditory learner might say it out loud and then remember how it sounded to recall it.
Auditory learners may solve problems by talking them through. Speech patterns include phrases such as "I hear you; That clicks; It's ringing a bell", and other sound or voice-oriented information. These learners may move their lips or talk to themselves to help accomplish tasks.[2]
Recommended techniquesedit
Proponents say that teachers should use these techniques to instruct auditory learners: verbal direction, group discussions, verbal reinforcement, group activities, reading aloud, and putting information into a rhythmic pattern such as a rap, poem, or song.[2]
Prevalenceedit
Auditory learners make up about 30% of the population.[5]
Lack of evidenceedit
Although learning styles have "enormous popularity", and both children and adults express personal preferences, there is no evidence that identifying a student's learning style produces better outcomes. There is significant evidence that the widely touted "meshing hypothesis" (that a student will learn best if taught in a method deemed appropriate for the student's learning style) is invalid.[6] Well-designed studies "flatly contradict the popular meshing hypothesis".[6] Rather than targeting instruction to the "right" learning style, students appear to benefit most from mixed modality presentations, for instance using both auditory and visual techniques for all students.[7]
^Barbe, Walter Burke; Swassing, Raymond H.; Milone, Michael N. (1979). Teaching through modality strengths: concepts practices. Columbus, Ohio: Zaner-Bloser. ISBN0883091003. OCLC 5990906.
^ abcKostelnik, M.J., Soderman, A.K., Whiren, AP. (2004). Developmentally Appropriate Curriculum: Best Practices in Early Childhood Education (3rd ed.). Columbus: Pearson, Merrill Prentice Hall.
^Vincent, A.; Ross, D. (2001). "Learning Style Awareness". Journal of Research on Computing in Education. 33: 1–10.
^Willingham, Daniel T.; Hughes, Elizabeth M.; Dobolyi, David G. (July 2015). "The scientific status of learning styles theories". Teaching of Psychology. 42 (3): 266–271. doi:10.1177/0098628315589505. S2CID 146126992.
^Heller, Steven, and Terry Steelblahe. Monsters and Magical Sticks. Gay Falcon. 55.
^ abHarold Pashler; Mark McDaniel; Doug Rohrer; Robert Bjork (2009). "Learning Styles: Concepts and Evidence". Psychological Science in the Public Interest. 9 (3): 105–119. doi:10.1111/j.1539-6053.2009.01038.x. ISSN 1539-6053. PMID 26162104.
^Coffield, F., Moseley, D., Hall, E., Ecclestone, K. (2004). Learning styles and pedagogy in post-16 learning. A systematic and critical review December 5, 2008, at the Wayback Machine. London: Learning and Skills Research Centre.
January 01, 1970
auditory, learning, this, article, tone, style, reflect, encyclopedic, tone, used, wikipedia, wikipedia, guide, writing, better, articles, suggestions, december, 2016, learn, when, remove, this, message, auditory, modality, three, learning, modalities, origina. This article s tone or style may not reflect the encyclopedic tone used on Wikipedia See Wikipedia s guide to writing better articles for suggestions December 2016 Learn how and when to remove this message Auditory learning or Auditory modality is one of three learning modalities originally proposed by Walter Burke Barbe and colleagues that characterizes a learner as depending on listening and speaking as a main way of processing and or retaining information 1 2 According to the theory auditory learners must be able to hear what is being said to understand and may have difficulty with instructions that are drawn They also use their listening and repeating skills to sort through the information presented to them 3 Few studies have found validity in using learning styles in education 4 Contents 1 Characteristics 2 Recommended techniques 3 Prevalence 4 Lack of evidence 5 See also 6 ReferencesCharacteristics editAuditory learners may have a propensity for using audible signals like changes in tone to aid in recollection For example when memorizing a phone number an auditory learner might say it out loud and then remember how it sounded to recall it Auditory learners may solve problems by talking them through Speech patterns include phrases such as I hear you That clicks It s ringing a bell and other sound or voice oriented information These learners may move their lips or talk to themselves to help accomplish tasks 2 Recommended techniques editProponents say that teachers should use these techniques to instruct auditory learners verbal direction group discussions verbal reinforcement group activities reading aloud and putting information into a rhythmic pattern such as a rap poem or song 2 Prevalence editAuditory learners make up about 30 of the population 5 Lack of evidence editAlthough learning styles have enormous popularity and both children and adults express personal preferences there is no evidence that identifying a student s learning style produces better outcomes There is significant evidence that the widely touted meshing hypothesis that a student will learn best if taught in a method deemed appropriate for the student s learning style is invalid 6 Well designed studies flatly contradict the popular meshing hypothesis 6 Rather than targeting instruction to the right learning style students appear to benefit most from mixed modality presentations for instance using both auditory and visual techniques for all students 7 See also edit nbsp Education portal nbsp Psychology portal Auditory memory Kinesthetic learning Learning styles Visual learningReferences edit Barbe Walter Burke Swassing Raymond H Milone Michael N 1979 Teaching through modality strengths concepts practices Columbus Ohio Zaner Bloser ISBN 0883091003 OCLC 5990906 a b c Kostelnik M J Soderman A K Whiren AP 2004 Developmentally Appropriate Curriculum Best Practices in Early Childhood Education 3rd ed Columbus Pearson Merrill Prentice Hall Vincent A Ross D 2001 Learning Style Awareness Journal of Research on Computing in Education 33 1 10 Willingham Daniel T Hughes Elizabeth M Dobolyi David G July 2015 The scientific status of learning styles theories Teaching of Psychology 42 3 266 271 doi 10 1177 0098628315589505 S2CID 146126992 Heller Steven and Terry Steelblahe Monsters and Magical Sticks Gay Falcon 55 a b Harold Pashler Mark McDaniel Doug Rohrer Robert Bjork 2009 Learning Styles Concepts and Evidence Psychological Science in the Public Interest 9 3 105 119 doi 10 1111 j 1539 6053 2009 01038 x ISSN 1539 6053 PMID 26162104 Coffield F Moseley D Hall E Ecclestone K 2004 Learning styles and pedagogy in post 16 learning A systematic and critical review Archived December 5 2008 at the Wayback Machine London Learning and Skills Research Centre Retrieved from https en wikipedia org w index php title Auditory learning amp oldid 1219894313, wikipedia, wiki, book, books, library,
