2003/01/01 by Perry D. Klein · 3 citations
Psychology · Neuroscience · #Learning Styles and Cognitive Differences #Neuroscience, Education and Cognitive Function #Visual and Cognitive Learning Processes #Theory of multiple intelligences #Learning styles #Cognitive style #Curriculum #Mathematics education #Cognition #Psychology #Learning theory #Pedagogy
paper · doi:10.1080/00220270210141891
openalex publication_date 2003/01/01 · openalex created_date 2025/10/10 · openalex updated_date 2026/06/13
Many educational theorists in recent decades have argued for the plurality of forms of knowledge, both in the mind and in the curriculum. Two popular ways of conceptualizing this plurality have claimed that individual students either differ in their 'learning styles' or possess 'multiple intelligences'. Both theories have encountered numerous theoretical, empirical and pedagogical difficulties. The claim made by learning styles theorists that students fall into modality types, and that curricular topics can be adequately rendered into modality-specific representations, has been challenged. The claim made by multiple intelligences advocates that students' intelligences can be assessed has not been validated, and the instructional implications offered by proponents do not follow from the theory. It is contended that students' diverse cognitive resources interact with but do not correspond to the categories of curricular representations, and the curricular implications of that contention are outlined and discussed