verbaliser-visualiser learning on a statistics training program
Can we improve information uptake by tailoring training to individual users' verbal-visual cognitive styles? This study examined the relationship between cognitive style and learning performance on a computer-based training program on measures of central tendency. Verbalisers (verbal stylists), visualisers (visual stylists), and controls (flexible stylists) were selected, and tested on two formats (sentence and diagram) of a statistics training program. Verbalisers and visualisers were expected to do better when format matched style. Contrary to predictions, controls gave different performance across formats while verbalisers and visualisers gave similar performance across formats. Possible explanations are presented.
training verbal-visual cognitive style individual differences instructional design