other end of the continuum is anchored by learning styles which are influenced by

situational factors such as the environment, motivation, stress and learning strategies.

From one through five, this continuum of learning style families and their respective

theorists included the following:

1. Learning styles and preferences are largely constitutionally based including the four
 modalities: visual, auditory, kinesthetic, and tactile. Learning style theorists in this
 family include Bartlett, Betts, Dunn and Dunn, Gordon, Gregorc, Marks, Paivio,
 Richardson, Sheehan and Torrance.

2. Learning styles reflect deep-seated features of the cognitive structure, including
 patterns of ability. Learning style theorists in this family include Broverman,
 Cooper, Gardner et al., Guilford, Holzman and Klein Hudson, Hunt, Kagan, Kogan,
 Messick, Pettigrew, Riding, and Witkin.

3. Learning styles are one component of a relatively stable personality type. Learning
 style theorists in this family include Apter, Epstein and Meier, Harrison-Branson,
 Jackson, Miller, and Myers-Briggs.

4. Learning styles are stable learning preferences with a degree of flexibility. Learning
 style theorists in this family include Allinson and Hayes; Felder and Silverman;
 Herrmann; Hermanussen, Wierstra, de Jong, and Thij ssen; Honey and Mumford;
 Kaufmann; Kirton; Kolb; and McCarthy.

5. Learning styles are approaches, strategies, orientations and conceptions of learning.
 Learning style theorists in this family include Biggs; Conti and Kolody; Entwistle;
 Grasha-Riechmann; Hill; Marton and Saljo; McKenney and Keen; Pask; Pintrich,
 Smith, Garcia and McCeachie; Schmeck; Sternberg; Vermunt; Weinstein,
 Zimmerman and Palmer; and Whetton and Cameron.

 (Coffield, Moseley, Hall & Ecclestone, 2004, p. 9)

 This simple categorization of learning styles ignores the depth of theory

supporting learning, validity and reliability of the instrumentation, and classroom

implications; however, the work done by Coffield, Moseley, Hall and Ecclestone gives

the best reference point for the discussion of strengths, weaknesses, and similarities of


learning styles.