Hendricson W D, Berlocher W C, Herbert R J
J Dent Educ. 1987 Apr;51(4):175-81.
Based on research conducted simultaneously but independently in Europe, Australia, and North America, several new learning style inventories have been developed with well-recognized theoretical foundations and sound psychometric properties. One of the instruments, the Gregorc Learning Style Delineator, was used to study the perceived learning styles of 48 dental students as they proceeded through the four years of the curriculum. Students scored significantly higher on one of four possible learning style dimensions during each year of the curriculum. This dimension, the concrete sequential, is associated with the following learning style characteristics: preference for factual over abstract information, desire for a highly organized learning environment with considerable hands-on opportunity, but free from distractions or ambiguity about learning tasks. Students' preference for the concrete sequential dimension increased significantly as they progressed toward graduation, suggesting that the learning environment of the dental school actually served to reinforce the students' initial predisposition toward the concrete sequential orientation.
基于在欧洲、澳大利亚和北美同时独立开展的研究，已开发出几种具有公认理论基础和良好心理测量特性的新型学习风格量表。其中一种工具，即格雷戈尔学习风格描述器，被用于研究48名牙科学生在四年课程学习过程中的感知学习风格。在课程的每一年中，学生在四种可能的学习风格维度中的一个维度上得分显著更高。这个维度，即具体序列型，与以下学习风格特征相关：偏好事实性信息而非抽象信息，渴望高度组织化的学习环境且有大量实践机会，但学习任务无干扰或不模糊。随着学生临近毕业，他们对具体序列型维度的偏好显著增加，这表明牙科学院的学习环境实际上强化了学生最初对具体序列型取向的倾向。
