Journal articles: 'Perceptual styles'

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Vidal, Pierre-Paul, and Francesco Lacquaniti. "Perceptual-motor styles." Experimental Brain Research 239, no. 5 (March 6, 2021): 1359–80. http://dx.doi.org/10.1007/s00221-021-06049-0.

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AbstractEven for a stereotyped task, sensorimotor behavior is generally variable due to noise, redundancy, adaptability, learning or plasticity. The sources and significance of different kinds of behavioral variability have attracted considerable attention in recent years. However, the idea that part of this variability depends on unique individual strategies has been explored to a lesser extent. In particular, the notion of style recurs infrequently in the literature on sensorimotor behavior. In general use, style refers to a distinctive manner or custom of behaving oneself or of doing something, especially one that is typical of a person, group of people, place, context, or period. The application of the term to the domain of perceptual and motor phenomenology opens new perspectives on the nature of behavioral variability, perspectives that are complementary to those typically considered in the studies of sensorimotor variability. In particular, the concept of style may help toward the development of personalised physiology and medicine by providing markers of individual behaviour and response to different stimuli or treatments. Here, we cover some potential applications of the concept of perceptual-motor style to different areas of neuroscience, both in the healthy and the diseased. We prefer to be as general as possible in the types of applications we consider, even at the expense of running the risk of encompassing loosely related studies, given the relative novelty of the introduction of the term perceptual-motor style in neurosciences.

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Li, Haishan, and Qingshun He. "Ambiguity Tolerance and Perceptual Learning Styles of Chinese EFL Learners." English Language Teaching 9, no. 6 (May 16, 2016): 213. http://dx.doi.org/10.5539/elt.v9n6p213.

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<p>Ambiguity tolerance and perceptual learning styles are the two influential elements showing individual differences in EFL learning. This research is intended to explore the relationship between Chinese EFL learners’ ambiguity tolerance and their preferred perceptual learning styles. The findings include (1) the learners are sensitive to English ambiguities and are more reliable on the tactile and kinesthetic learning styles than on visual and auditory styles, (2) most Chinese EFL learners have more than one learning style preferences, (3) significant gender difference exists in ambiguity tolerance, but not in perceptual learning style preferences, and (4) the four perceptual learning styles are significantly correlated with ambiguity tolerance and the auditory learning style would exert more influence on ambiguity tolerance than the visual, tactile and kinesthetic learning styles.</p>

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Al-Janash, Dr Basher Taher. "Perceptual Learning Styles Preferences of EFL Students." مجلة جامعة صبراتة العلمية 2, no. 2 (December 31, 2018): 47–28. http://dx.doi.org/10.47891/sabujhs.v2i2.84.

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The present study aimed to identify the perceptual learning styles preferences of a total of 105 students of English as a foreign language. It also aimed to examine the differences in learning styles preferences among the students according to their gender (male/female). The Perceptual Learning Style Preferences Questionnaire (PLSPQ) created by Reid (1985) was used as a main instrument for collecting the data required. For analysing the data collected, the descriptive statistics and the independent-sample T-test have been used. The results showed that tactile style, auditory style and kinaesthetic style are major learning styles for the participants. While visual style, group style and individual style are minor learning styles. The results also showed that there are no significant differences among the students in all learning styles preferences attribute to their gender.

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Khalil, Alya, and Mona Sabir. "Saudi EFL Learners’ Perceptual Learning-Style Preferences." Education and Linguistics Research 5, no. 2 (October 26, 2019): 117. http://dx.doi.org/10.5296/elr.v5i2.15711.

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Identifying students’ learning styles is advantageous for both teachers and students. Awareness of students’ learning styles allows teachers to plan lessons to reach each student in the classroom by providing proper activities and classroom materials that suit every individual. Furthermore, students can raise their own awareness of the learning process and maximize their opportunities to learn by knowing their preferred learning styles. Using the Perceptual Learning Style Preference Questionnaire, this study aims to investigate Saudi EFL students’ preferred learning styles and explore whether these learning styles are affected by students’ academic majors. The participants were 120 Saudi students at a private college in four different majors. The results show that the kinaesthetic learning style is the most commonly preferred learning style among students of all majors. Based on the findings, pedagogical implications and directions for further research are highlighted.

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Nosratinia, Mania, and Aram Soleimannejad. "Perceptual Learning Styles and Critical Thinking: Inspecting the Association among EFL Learners." Theory and Practice in Language Studies 6, no. 6 (June 7, 2016): 1220. http://dx.doi.org/10.17507/tpls.0606.11.

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Influenced by the acknowledged role of critical thinking and learning styles in the process of second language learning, this study attempted to systematically inspect the association between English as a Foreign Language (EFL) learners' critical thinking, on one hand, and their total score of perceptual learning styles, different perceptual learning styles, and number of major perceptual learning styles, on the other hand. To do so, 595 male and female undergraduate EFL learners, between the ages of 18 and 25 (Mage = 22) participated in this study. These participants completed two instruments: a) the questionnaire of critical thinking by Honey (2000), and b) the Perceptual Learning Style Preference Survey developed by Reid (1984). Due to the violation of the assumptions of normality of distribution, the non-parametric Spearman rank order coefficient of correlation was employed in order to answer the initial 3 research questions. The obtained results indicated that there were significant and positive relationships between participants’ critical thinking and total score of perceptual learning styles, ρ = .33, n = 595, p < .01; critical thinking and the number of major perceptual learning styles, ρ = .28, n = 595, p < .01; and critical thinking and group, visual, auditory, tactile, and kinesthetic perceptual learning styles. Furthermore, a multiple regression analysis was run which revealed that tactile learning style preference is the best predictor of EFL learners’ critical thinking (β = 0.285, t = 6.107, p = 0.0005). The study concludes with a discussion on the findings and stating a number of recommendations for further research.

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Chen, Daoling, and Pengpeng Cheng. "The style design of professional female vest based on kansei engineering." International Journal of Clothing Science and Technology 32, no. 1 (August 16, 2019): 5–11. http://dx.doi.org/10.1108/ijcst-07-2018-0090.

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Purpose The purpose of this paper is to study the style design methods of professional female vests that meet the emotional needs of consumers. Design/methodology/approach Using the theory of kansei engineering as a guide to screen representative samples of female professional vests and relevant emotional vocabularies of styles, through morphological analysis, style design elements of female professional vests are extracted, the fifth-order semantic difference questionnaire was used to establish the perceptual assessment matrix for design elements, the correlation analysis method and multiple linear regression analysis were used to analyze the results of the perceptual evaluation of the sample, find out the relationship between the perceptual vocabulary and design elements of professional female vest styles, and establish a regression model, finally, it is verified by random samples of the market, so as to guide the development of new products. Findings The seven design elements extracted from professional female vest styles have an impact on consumer perception, by using a linear analysis method, the correspondence between perceptual perception of consumers and style design elements can be quantified and a model can be established to accurately predict consumers’ perceptual intentions. Originality/value The application of perceptual engineering in the style design of professional female vests provides a new idea for the design of clothing styles. It helps garment companies and designers to determine the development direction of professional woman’s vest styles, while the research results provide design reference for other products.

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Pettigrew, Frank E., and Cathy M. Buell. "Relation of Two Perceptual Styles to Learning a Novel Motor Skill." Perceptual and Motor Skills 63, no. 3 (December 1986): 1097–98. http://dx.doi.org/10.2466/pms.1986.63.3.1097.

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Whether specific perceptual styles are related in learning a novel motor skill was investigated. Using scores on the perceptual component of the Dunn, Dunn, and Price Learning Style Inventory, to determine perceptual style, 98 secondary school students were divided into two groups, kinesthetic/tactile and auditory/visual. No significant difference in skill was observed.

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Usunier, Jean-Claude G., and Pierre Valette-Florence. "Perceptual Time Patterns (`Time-Styles')." Time & Society 3, no. 2 (June 1994): 219–41. http://dx.doi.org/10.1177/0961463x94003002005.

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Daniatussalma, Daniatussalma, Yudhi Arifani, and Candra Hadi Asmara. "LANGUAGE LEARNING STYLE IN MANAGEMENT STUDENTS FROM DIFFERENT GENDER GROUP." DIDAKTIKA : Jurnal Pemikiran Pendidikan 26, no. 2 (June 4, 2020): 46. http://dx.doi.org/10.30587/didaktika.v26i2.1471.

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Learning style is one factor which can determine students in the way how they obtained the learning or information. Between male and female students were different in choosing their learning styles. This study tried to investigate the perceptual learning styles preference in Management students and to know the differences between male and female Management students in learning styles in the first semester at University of Muhammadiyah Gresik. Perceptual Learning Style Preference Questionnaire (PLSPQ) developed by Reid 1987was used and administered to 230 students. An observation check-list also used to support the data with questionnaire. Descriptive Statistic was used to analyze the data. The result indicated that students preferred in Group style when they learned English as Academic Purpose (EAP). In gender, between female and male students showed there were some differences in their learning styles. The result revealed that female students preferred in Group style, meanwhile male students preferred in auditory style. The least preference of learning style both female and male students was Individual style

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Asadipiran, Noushin. "Identifying Young Learners’ Learning Styles among Iranian EFL Learners." Theory and Practice in Language Studies 6, no. 7 (July 1, 2016): 1444. http://dx.doi.org/10.17507/tpls.0607.16.

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The purpose of this study was to identify preferred perceptual learning styles of Iranian young learners. To accomplish this aim, a Perceptual Learning Style Preference Questionnaire (PLSPQ) used to measure the students’ preferred learning styles. The participants of the current study were 60 high school students. They were first-year high school male students studying in Tehran, Iran. The analysis of data revealed that the most preferred learning style was visual learning style (30% of the participants), and the less preferred one was group learning style (5%). The second to fifth place belonged to tactile (25%), auditory (20%), individual (15%) and kinesthetic (10%) learning style, respectively.

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Ginter, Earl J., Joseph Scalise, Steve Brown, and William Ripley. "Perceptual Learning Styles: Their Link to Academic Performance, Sex, Age, and Academic Standing." Perceptual and Motor Skills 68, no. 3_suppl (June 1989): 1091–94. http://dx.doi.org/10.2466/pms.1989.68.3c.1091.

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The primary purpose of this investigation was to ascertain whether students' learning styles affected performance in remedial courses. The study also investigated whether learning styles differed in terms of age, sex, and class-standing in a university setting While type of learning style did not differ with respect to class-standing or sex, type of learning style differed significantly with respect to age. Most importantly, type of learning style significantly influenced grade point average in remedial courses. Students using an interactive learning style obtained higher grades than those using a combination of two learning styles.

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Shafqat, Asmara, and Najeeb us Saqlain. "Relating Perceptual Learning Styles of Engineering Students with Scanning Information in Text Scores." International Journal of English Linguistics 9, no. 5 (August 26, 2019): 257. http://dx.doi.org/10.5539/ijel.v9n5p257.

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There are numerous factors, which reasonably affect teachers’ instructions. One of these factors is being aware of the learners’ learning styles. Shea’s work (1983) contributed that there is a strong correlation between learning styles and reading comprehensions. The present study investigated the correlation between Perceptual learning styles and scanning information in text scores. To achieve this, researcher randomly selected 382 undergraduates (male and female) engineering students of the Public sector Engineering University. Learning style survey questionnaire by Andrew D. Cohen, Rebecca L. Oxford, and Julie C. Chi (2001) was employed to examine the Perceptual learning style patterns and learning styles with respect to gender. In addition to this, reading test was conducted based on scanning skill. Pearson product-moment correlation test was applied to examine the correlation between the variables. It was found that a correlation exists between learning styles of engineering students and scanning information in the text. In addition to this, gender does play role in learning style preferences. This result would create awareness among all instructors or teachers the importance of learners’ unique learning style preferences that consequently affect teaching methodologies in all educational settings.

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Galbraith, Michael W., and Waynne B. James. "Techniques for Assessing Perceptual Learning Styles." Activities, Adaptation & Aging 8, no. 2 (June 9, 1986): 29–38. http://dx.doi.org/10.1300/j016v08n02_03.

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STACEY, MARTIN. "Psychological challenges for the analysis of style." Artificial Intelligence for Engineering Design, Analysis and Manufacturing 20, no. 3 (June 27, 2006): 167–84. http://dx.doi.org/10.1017/s089006040606015x.

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Analyses of styles in design have paid little attention to how peopleseestyle and how designers use perceptions of style to guide designing. Although formal and computational methods for analyzing styles and generating designs provide impressively parsimonious accounts of what some stylesare, they do not address many of the factors that influence how humans understand styles. The subtlety of human style judgments raises challenges for computational approaches to style. This paper differentiates between a range of distinct meanings of “style” and explores how designers and ordinary people learn and apply perceptual similarity classes and style concepts in different situations to interpret and create designed artifacts. A range of psychological evidence indicates that style perception is dependent on knowledge and involves the interaction of perceptual recognition of style features and explanatory inference processes that create a coherent understanding of an object as an exemplar of a style. This article concludes by outlining how formal style analyses can be used in combination with psychological research to develop a fuller understanding of style perception and creative design.

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Vu, Tuan Van, and Dinh Ngoc Tran. "Demystifying Perceptual Learning Style Preferences of Vietnamese University Freshmen in English Academic Achievement." International Journal of Learning, Teaching and Educational Research 19, no. 9 (September 30, 2020): 15–38. http://dx.doi.org/10.26803/ijlter.19.9.2.

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Learning styles play an important role in teaching and learning, especially in second language acquisition. This study aims to investigate the perceptual language learning style preference of 385 first-year university students in Vietnam. Adapting Reid’s (1984) learning style questionnaire is used as a data gathering tool in which it was responded and retrieved via students’ emails incorporated with Google form. The results revealed that freshmen were active learners since they mostly belonged to 4 major learning styles, namely Tactile, Auditory, Group, and Kinesthetic learners, and 2 minor learning styles, i.e. Visual and Individual learners. In addition, the study did not find the differences between gender as well as major and non-major English students in comparison with learning styles. Besides, freshmen’s English academic achievement was highly influenced by their learning styles. The research findings contribute resourceful references to the formation of stakeholders’ policies on English language teaching and learning, teachers of English, and future studies.

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Banas, Rona A. "Perceptual Learning Styles of Students and its Effect to Their Academic Performance." International Journal of Trend in Scientific Research and Development Volume-3, Issue-1 (December 31, 2018): 401–9. http://dx.doi.org/10.31142/ijtsrd18992.

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Girón-García, Carolina, and Noelia Gargallo-Camarillas. "Multimodal and Perceptual Learning Styles: Their Effect on Students’ Motivation in a Digital Environment." EuroCALL Review 28, no. 2 (September 30, 2020): 23. http://dx.doi.org/10.4995/eurocall.2020.12758.

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<div><p>The advent of various interactive multimedia networks in the English for Specific Purposes (ESP) classroom (Grabe & Grabe, 2007) has led to the emergence of new learning methodologies (Ming-Hung et al., 2017). Accordingly, new ways of learning are present in a multimodal environment, and have caused an effect on students’ degree of motivation, as well as on their learning styles (e.g., ‘multimodal’ and ‘perceptual’ learning styles).</p></div><div><p>The present study aims to analyse the degree of motivation of ESP learners with a ‘Multimodal’ learning style in contrast to those with ‘Multiple’ learning styles. In particular, this study addresses three research questions: (1) Has ‘Digital’ learning created a recent ‘perceptual’ learning style (i.e., ‘Multimodal’ learning style)? (2) To what extent does ‘digital’ learning increase ESP students’ motivation in comparison to ‘traditional’ learning? (3) Does the ‘Multimodal’ learning style heighten the degree of motivation in contrast to ‘Multiple’ learning style?</p><p>The study used a sample of 62 first-year ESP students taking the subject ‘Professional English for Communicators’ at a Spanish university. Data for this study were collected using ‘Wix’, as the main research tool, and two questionnaires which focused on students’ ‘Multimodal’ learning style and motivation: (a) ‘Multimodal Learning Styles Questionnaire’, designed to help students identify their preferences towards their learning process, and (b) ‘Motivation Questionnaire’, in order to get information regarding students’ perceptions for the enhancement of engagement.</p><p>Results suggest that the implementation of ‘Wix’ in the classroom increases students’ engagement in their learning process and fosters a new perceptual learning style (i.e., ‘multimodal’ learning style). These findings may help to identify to what extent digital resources affect students’ engagement and perceptual learning styles’ preferences. The results obtained from this research may be used to derive conclusions on how to approach the ‘Multimodal’ learning style in further student performances with digital tools that promote the training of digital literacies (Girón-García, 2013).</p></div>

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Siefkes, Martin. "Perceptual qualities of literary style." Scientific Study of Literature 7, no. 1 (November 23, 2017): 52–78. http://dx.doi.org/10.1075/ssol.7.1.03sie.

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Abstract This article reports the results of a study that investigated different aspects of the aesthetic perception of literary style. Excerpts from novels belonging to two broadly defined literary style categories, namely modern and postmodern style, were judged by the participants. Semantic scales corresponding to perceptual qualities of modern and postmodern literature were used. The results indicate that these scales can measure perceptual differences between the selected novels, and that the two novels categorized as modern were experienced differently from those categorized as postmodern. Some of the scales also predicted aesthetic preference for novels. Rating differences on the two scales incoherent – coherent and formal – colloquial predicted the ability to attribute novel excerpts. This finding seems to indicate that the ability to distinguish styles in regard to perceptual qualities helps readers to judge certain similarities of novels.

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YANG, XIAOHU, FENG SHI, XIANGJUN LIU, and YONG ZHAO. "Learning styles and perceptual patterns for English /i/ and /ɪ/ among Chinese college students." Applied Psycholinguistics 37, no. 3 (May 25, 2015): 673–701. http://dx.doi.org/10.1017/s014271641500020x.

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ABSTRACTThis study examined whether learning styles, along with age of starting English learning and length of English learning, are related to perceptual patterns for English /i/–/ɪ/ among Chinese college students who learn English as a foreign language. A total of 83 Chinese college students with different learning styles as measured by Kolb's Learning Style Inventory (1985) and 16 native speakers of American English identified the vowels in a syntheticbeat–bitcontinuum. The results revealed that the Chinese participants’ perceptual patterns for English /i/–/ɪ/ varied with their learning styles. The participants with Kolb's (1985) assimilative and divergent learning styles were more likely to exhibit perceptual patterns resembling those of the American participants than were the participants with convergent and accommodative learning styles. Furthermore, of Kolb's four learning modes, reflective observation had a facilitative effect on the participants’ perception, whereas active experimentation was more likely to cause difficulties; abstract conceptualization and concrete experience bore little relation to the perception of these two sounds. In addition, length of English learning played a critical part in the development of English /i/–/ɪ/ perception. However, age of starting English learning in foreign language conditions was not as crucial as suggested by earlier studies on speech perception in second language conditions.

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Compton, Rebecca J., Lauren R. Fisher, Lauren M. Koenig, Rebecca McKeown, and Karen Muñoz. "Relationship between coping styles and perceptual asymmetry." Journal of Personality and Social Psychology 84, no. 5 (May 2003): 1069–78. http://dx.doi.org/10.1037/0022-3514.84.5.1069.

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Rodriguez Zivic, P. H., F. Shifres, and G. A. Cecchi. "Perceptual basis of evolving Western musical styles." Proceedings of the National Academy of Sciences 110, no. 24 (May 28, 2013): 10034–38. http://dx.doi.org/10.1073/pnas.1222336110.

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Baleva, Milena V. "The role of cognitive styles in social perception of the specified and impersonal Other." Вестник Пермского университета. Философия. Психология. Социология, no. 1 (2020): 106–17. http://dx.doi.org/10.17072/2078-7898/2020-1-106-117.

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The paper studies the contributions of cognitive styles to the process of stereotyping and perceptual bias (ingroup favoritism). It was suggested that the role of cognitive styles weakens in conditions of the object’s perceptual clarity and amplifies in conditions of his/her perceptual nebulosity. In the experiment, the level of perceptual clarity appeared as an independent variable and was set using different stimulus objects. Low perceptual clarity was presented by a description of fictional groups of people sensitive to low or high frequency sounds. Medium perceptual clarity was characterized by a description of recognizable (typical) groups of people who preferred «low-status» or «high-status» things. The level of high clarity was set by visual presentation of a specific person allegedly being a representative of the group sensitive to low or high frequency sounds. At the level of low and medium perceptual clarity, the Other was not presented visually. The study involved 305 students aged 17 to 22 (M = 19,21, SD = 0,97), 71 male and 234 female. It was found that cognitive styles were the most reliable predictors for stereotyping of the Other when his/her image was as depersonalized as possible, i.e. devoid of typological and visual certainty. The highest values of stereotyping were observed upon pronounced rigidity, field-dependence, impulsivity and cognitive simplicity. When a specified, visually defined Other was perceived, cognitive styles did not affect the stereotyping. Perceptual bias (ingroup favoritism) did not change under the influence of cognitive styles, regardless of the perceptual clarity level.

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Lui, Catherine J., Scott E. Ferrin, Donald R. Baum, and Vance E. Randall. "The Preferred Perceptual Learning Styles of Hispanic Higher Education Students." Journal of Hispanic Higher Education 19, no. 4 (September 26, 2018): 404–21. http://dx.doi.org/10.1177/1538192718801793.

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This article addresses the question of whether higher education Hispanic students of different nationalities have different perceptual learning style preferences. Independent samples t test results suggest students of non-Mexican heritage prefer visual learning styles more than students of Mexican heritage. ANOVA results show older students and students from families with greater levels of education have greater preference for visual learning, and higher household income is related to lower preferences for group learning style, and vice versa.

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Chavosh, Milad, and Mohammad Davoudi. "The Relationship between Perceptual Learning Styles and Reading Comprehension Performance of Iranian EFL Learners." International Journal of English Linguistics 6, no. 3 (May 26, 2016): 61. http://dx.doi.org/10.5539/ijel.v6n3p61.

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<p>Reading comprehension is one of the most important aspects in the process of language learning. Individual differences in foreign language learning have also been a common theme among L2 researchers and various factors such as gender, aptitude, motivation, and learning styles have been the subject of numerous studies indicating their effect on language learning. Along the same lines, this study focused on the relationship between perceptual learning styles and L2 reading comprehension and how well each perceptual learning style contributes to L2 reading comprehension. The study was carried out on 60 Iranian foreign language learners. The results of statistical analyses indicated that only tactile and kinesthetic learning styles had a significant relationship with L2 reading comprehension performance. Moreover, the findings of the study revealed that the tactile learning style was the best predictor of L2 reading comprehension performance. Based on the findings of the study, it can be concluded that teachers should try to accommodate different learning styles in teaching reading comprehension. If the educational settings become compatible with the learners’ personal orientations, learners may be able to engage in educational activities more and will thus gain an advantage in learning.</p>

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Al-Zayed, Norma Nawaf Yousef. "An Investigation of Learning Style Preferences on the Students’ Academic Achievements of English." International Journal of English Linguistics 7, no. 5 (July 27, 2017): 176. http://dx.doi.org/10.5539/ijel.v7n5p176.

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This study aims to investigate whether there are any statistically significant correlation between perceptual learning styles and achievement. Raising learners’ awareness regarding their learning styles and preferences, which develops the better understanding of the learning achievement, and help instructors become more conscious of some factors affecting academic achievement. Additionally, the study assists instructors to identify their student’s preferred learning styles that can affect their achievement. Furthermore, no study up to now has been conducted in Jordan which investigates the relationship between the learning styles on the achievement of EFL at the tertiary level. The data was collected through the learning style preferences questionnaire and it was analyzed using statistical techniques, Descriptive statistics showed that: 1). The most preferred learning styles followed the auditory style, group learning style, kinesthetic style and visual style. 2). The finding also revealed that there was no statistically significant correlation between learning style and achievement. Additionally, both showed similar references for kinesthetic and visual styles. Based on these findings, some recommendations have been made.

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Go, Yetty. "Students’ High Achievement on Learning Style Preferences in Chinese Department, Binus University." Lingua Cultura 7, no. 2 (November 30, 2013): 70. http://dx.doi.org/10.21512/lc.v7i2.422.

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Every student certainly demonstrates different achievement in her/his Chinese language learning process because every student has her/his own individual way to resolve their problems in learning. In learning process, student’s individual differences exist. These differences lead to different learning speed and learning style of the student. The purpose of this study was to investigate the high achievement students’ learning styles. This study was based on Reid’s learning styles theory and also uses Reid’s Perceptual Learning Style Preference Questionnaire (PLSPQ) to investigate student’s learning styles. The main finding of this study is that student’s learning style preference is group style. According to student learning style preferences results, students prefer to learn together with others or in group and learn in a more interactive way.

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Derakhshan, Ali, and Farzaneh Shakki. "An Investigation Into the Relationship Between Iranian EFL High- and Low-Proficient Learners and Their Learning Styles." SAGE Open 8, no. 4 (October 2018): 215824401880940. http://dx.doi.org/10.1177/2158244018809408.

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It is also hypothesized that proficiency level may have a voice with respect to learning styles. Therefore, to throw light on this issue, the present investigation targeted the relationship between Iranian English as a Foreign Language (EFL) learners’ learning styles and their levels of proficiency at Golestan University, Gorgan, Iran. To this end, 120 EFL learners majoring in Teaching English as a Foreign Language (TEFL) and English Literature were randomly selected based on the Rubrics of Common European Framework of Reference (A1-C2) to participate in this study. They were then divided into low-proficient (A2-B1) and high-proficient (B2-C1) learners. The instruments used in this study were an International English Language Testing System (IELTS) Mock exam through which the participants’ levels of proficiency were determined and Reid’s Perceptual Learning Style Questionnaire to identify learners’ perceptual learning style preferences. The questionnaire enclosed 30 statements allocated to each modality based on a five point Likert scale, ranging from strongly agree to strongly disagree. The results of independent samples t-test and Spearman correlation coefficient revealed that there existed some significant relationships between students’ learning style preferences and levels of proficiency. It was found that learners with high levels of proficiency favored Kinesthetic and Tactile learning styles more than other preferences, namely, Auditory, Visual, Group, and Individual learning style preferences. In addition, the low-level students were much inclined toward Visual and Group styles. Regarding the necessity of understanding learners’ different styles, the implications of the study are discussed to consider the importance of individual differences.

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Marincola, Loretta B., and Gerald M. Long. "Perceptual Style and Dual-Task Performance as a Function of Task Difficulty and Task Emphasis." Perceptual and Motor Skills 61, no. 3_suppl (December 1985): 1091–105. http://dx.doi.org/10.2466/pms.1985.61.3f.1091.

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Differences in dual-task performance by field-dependent and field-independent college students were investigated. The perceptual styles of the 102 subjects were determined by their performance on the Rod-and-Frame Test. Dual-task performance required the subjects to perform concurrently a central tracking task and a peripheral light-detection task. The effect of stress on dual-task performance was examined by employing three widely differing levels of tracking task difficulty. Three sets of instructions varied the relative importance of the two tasks within the dual-task situation. Both manipulation of task difficulty and instructional set had powerful effects on performance. However, performance differences among subjects with differing perceptual styles were found only on the central tracking task, with field-independent subjects consistently outperforming field-dependent ones. The results are discussed in terms of the theoretical basis for the perceptual style of field-dependence/field-independence as well as the potential value of this dimension in dual-task situations.

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Herruzo, Carlos, María J. Pino, Valentina Lucena, and Javier Herruzo. "Perceptual Styles and Cannabis Consumption Prediction in Young People." International Journal of Environmental Research and Public Health 17, no. 1 (December 31, 2019): 288. http://dx.doi.org/10.3390/ijerph17010288.

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Given that risk perception has been found to be both a vulnerability and a protective factor with respect to consumption, the objectives of this study were to find out whether there exist specific patterns of risk perception associated with cannabis use and, if so, how they relate to cannabis consumption and to the sources of information on drugs accessed by young people. An ex post facto study was carried out with 1851 young Andalusians aged 18 to 29, using an adaptation of the Andalusian Government “Andalusian Population versus Drugs” survey. For the first objective, a cluster analysis was carried out in which three perceptual style groups were formed: “Strict”, “Permissive-Awareness” and “Lax”. Cannabis use in the “lax” group was found to be 14.31 times more frequent than in the “strict” group and 2.75 times more frequent than in the “permissive-awareness” group. A logistic regression analysis was also performed, which correctly predicted 80.4% of users and non-consumers. Correlation was found between perceptual styles and the sources of information used about drugs. This study identified three different risk perception styles that heavily correlated to cannabis consumption and to the type of sources young Andalusians use to obtain information about drugs, suggesting the need for a change in preventive policy.

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ADELABU, Oluwafemi S., and Toshimasa YAMANAKA. "Exploring Cognitive and Perceptual Styles over Cultural Diversity." International Journal of Affective Engineering 14, no. 1 (2015): 79–84. http://dx.doi.org/10.5057/ijae.14.79.

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Isemonger, Ian. "Perceptual Learning Styles and Lessons in Psychometric Weakness." JALT Journal 34, no. 1 (May 1, 2012): 5. http://dx.doi.org/10.37546/jaltjj34.1-1.

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In this critical review, I argue that the usefulness of perceptual learning styles constructs within applied linguistics is very limited. Researchers within applied linguistics have neglected to engage with objections to these constructs which date back to the 1970s within general educational research. Problems of poor instrumentation are considerable and predictive power has not sufficiently been demonstrated. It is argued that these constructs present a special case for measurement because they are not easily operationalized through statements on self-report questionnaires. The review discusses implications for practitioners and research, and argues for greater editorial oversight in preventing poor instruments from entering the literature in the future. Some specific recommendations which may assist with such prevention are discussed. These include a more critical approach to the use of Cronbach’s alpha, the use of Confirmatory Factor Analysis (CFA) as one powerful tool to demonstrate unidimensionality, and the avoidance of paraphrased items. 本論文は、応用言語学で用いられる知覚学習スタイルの構成概念が有用性に欠けることを指摘する。一般的な教育学研究の分野で1970年代から批判されてきたこれら構成概念について、応用言語学研究者たちはその対応法の検討を十分には行なっていない。知覚学習スタイルの測定方法には問題が多く、その妥当性も明確になっていない。さらに、アンケートのような自己報告を用いた測定方法では、このような構成概念は適切に定義づけることが難しいことも指摘されている。外国語教育実践と応用言語学研究のためにも、不十分な測定方法が将来的に研究に入り込まないようにする必要があり、そのためには学術誌等の編集者によるさらなるチェック体制の強化が不可欠である。具体的方法として、クロンバックα係数の使用に関する注意喚起や、１次元性を確認するのに有用な確証的因子分析(CFA)の活用を提案する。

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Xu, Hui Juan, Feng Yuan Zou, Jing Wei, and Ying Zhang. "Research on Clothing Styles Classification Model Based on the MDS and K-Means Method." Advanced Materials Research 331 (September 2011): 616–19. http://dx.doi.org/10.4028/www.scientific.net/amr.331.616.

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In this paper, the classification model of clothing styles is established based on the MDS (Multi-dimensional Scaling) and K-means method. MDS is adopted to make the quantitative analysis of the clothing styles and the similar perceptual mapping of the clothing styles is set up. In addition, according to the intuitional visual effects of similar perceptual mapping, the groups of clothing classification are preliminarily determined, coordinate values of the multidimensional space are achieved, and through cluster analysis of coordinate values, the categories of the clothing styles are finally determined. Then, this model is adopted to conduct the research on Ladie’s Wear for testifying the operability of the model.

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Wahyudin, Achmad Yudi, and Akhyar Rido. "PERCEPTUALS LEARNING STYLES PREFERENCES OF INTERNATIONAL MASTER'S STUDENTS IN MALAYSIA." BAHTERA : Jurnal Pendidikan Bahasa dan Sastra 19, no. 1 (January 30, 2020): 100–108. http://dx.doi.org/10.21009/bahtera.191.10.

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It has been a consensus that learning styles have been a predominant factor of success in master's degree program. Since the preferences of learning styles are affected by students' cultural background, this study was carried out to explore the perceptual learning style preferences of international Master’s students in a Malaysian university. Sixty students consisting of Indonesian, Iranian, and Libyan were involved in the present study. The findings reveal that Indonesian and Libyan students tended to be more kinesthetic/tactile learners while Iranian tended to be more visual learners. This study suggested practitioners use various learning strategies to cater the learning style preferences of the students.

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Čičević, Svetlana, Vladan Tubić, Milkica Nešić, and Marjana Čubranić-Dobrodolac. "Young Drivers Perceptual Learning Styles Preferences and Traffic Accidents." PROMET - Traffic&Transportation 23, no. 3 (June 28, 2011): 225–33. http://dx.doi.org/10.7307/ptt.v23i3.126.

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Young drivers are over-represented in crash and fatality statistics. One way of dealing with this problem is to achieve primary prevention through driver education and training. Factors of traffic accidents related to gender, age, driving experience, and self-assessments of safety and their relationship to perceptual learning styles (LS) preferences have been analyzed in this study. The results show that auditory is the most prominent LS. Drivers in general, as well as drivers without traffic accidents favour visual and tactile LS. Both inexperienced and highly experienced drivers show relatively high preference of kinaesthetic style. Yet, taking into account driving experience we could see that the role of kinaesthetic LS is reduced, since individual LS has become more important. Based on the results of this study it can be concluded that a multivariate and multistage approach to driver education, taking into account differences in LS preferences, would be highly beneficial for traffic safety.

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Temperley, David. "Syncopation in rock: a perceptual perspective." Popular Music 18, no. 1 (January 1999): 19–40. http://dx.doi.org/10.1017/s0261143000008710.

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While study of the social and cultural aspects of popular music has been flourishing for some time, it is only in the last few years that serious efforts have been made to analyse the music itself: what Allan Moore has called ‘the primary text’ (1993, p. 1). These efforts include general studies of styles and genres (Moore, 1993; Bowman, 1995); studies of specific aspects of popular styles such as harmony and improvisation (Winkler 1978; Moore 1992, 1995; Walser 1992), as well as more intensive analyses of individual songs (Tagg 1982; Hawkins 1992). In this paper I will investigate syncopation, a phenomenon of great importance in many genres of popular music and particularly in rock.

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Silitonga, Fitri Devi Enjelina, Sri Menty Pinem, Lovita Simbolon, Laura Maloni Lingga, and Erikson Saragih. "Learning Style in Language Learning Classroom." Yavana Bhasha : Journal of English Language Education 1, no. 1 (May 4, 2020): 53. http://dx.doi.org/10.25078/yb.v1i1.1377.

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<p>This article describes the concept of language learning styles in the classroom and the characteristics of students for each of their learning styles in language learning. Where the purpose of this study is to describe their learning styles related to learning styles for language acquisition. There are 3 types of language learning styles described by Tekavcic and Dimovski namely the visual, auditory and touch functions of a person in processing information. The three main types of learning styles are not absolute, of course. Many students learn through various senses. Certain students may be as strong in three perceptual modalities, or in two perceptual modalities from any combination. The method of data collection in this study is observation, the results of this discussion are that we observed grade 9 students of Percut Sei Tuan Middle School very less on how to apply language learning styles they are in front of the class so that it impacts learning difficulties well.</p>

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Frey, Diane K. "Analysis of Students' Perceptual Styles and Their Use of Multimedia." Perceptual and Motor Skills 79, no. 1 (August 1994): 643–49. http://dx.doi.org/10.2466/pms.1994.79.1.643.

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The relationships between students' perceptual styles (field independence-dependence-neutral) and the students' preferences for visual images as well as written text and narrative sound within a multimedia lesson have been studied. Of particular importance was the students' study time (minutes) among three media. 70 students of historic costume completed the Group Embedded Figures Test and a multimedia lesson distinguishing costumes of 1875, 1880, and 1885. Significantly more time was spent studying both visual images and written text than in listening to narrative sound; however, visual images were selected significantly more often than text or sound, in that order. Subjects chose and studied detailed fashion illustrations significantly more than the simplified line drawings and significantly increased their knowledge about costumes of 1875 to 1885. No association of students' perceptual style with any assessment procedure was noted.

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Tchanturia, Kate, Lucy Serpell, Nicholas Troop, and Janet Treasure. "Perceptual illusions in eating disorders: rigid and fluctuating styles." Journal of Behavior Therapy and Experimental Psychiatry 32, no. 3 (September 2001): 107–15. http://dx.doi.org/10.1016/s0005-7916(01)00025-8.

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Alnujaidi, Sulaiman. "The Relationship Between EFL Students’ Perceptual Learning Styles and Their Language Learning Strategies in Saudi Arabia." International Journal of English Linguistics 9, no. 1 (December 27, 2018): 69. http://dx.doi.org/10.5539/ijel.v9n1p69.

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This study investigated the relationship between EFL students’ Perceptual Learning Styles (PLS) and their Language Learning Strategies (LLS). A group of (155) college-level EFL students in Saudi Arabia was surveyed. Reid’s learning styles model was employed to identify the participants’ PLS. Oxford’s language learning strategies model was used to identify the participants’ LLS. The study’s results showed that the most preferred learning styles among students were kinesthetic, auditory, and group PLS respectively. It was also found that the most frequently used language learning strategies among students were metacognitive, social, and cognitive LLS respectively. The study revealed a statistically significant relationship between participants’ perceptual learning styles and their language learning strategies.

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Huygelier, Hanne, Ruth Van der Hallen, Johan Wagemans, Lee de-Wit, and Rebecca Chamberlain. "The Leuven Embedded Figures Test (L-EFT): measuring perception, intelligence or executive function?" PeerJ 6 (March 26, 2018): e4524. http://dx.doi.org/10.7717/peerj.4524.

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Performance on the Embedded Figures Test (EFT) has been interpreted as a reflection of local/global perceptual style, weak central coherence and/or field independence, as well as a measure of intelligence and executive function. The variable ways in which EFT findings have been interpreted demonstrate that the construct validity of this measure is unclear. In order to address this lack of clarity, we investigated to what extent performance on a new Embedded Figures Test (L-EFT) correlated with measures of intelligence, executive functions and estimates of local/global perceptual styles. In addition, we compared L-EFT performance to the original group EFT to directly contrast both tasks. Taken together, our results indicate that performance on the L-EFT does not correlate strongly with estimates of local/global perceptual style, intelligence or executive functions. Additionally, the results show that performance on the L-EFT is similarly associated with memory span and fluid intelligence as the group EFT. These results suggest that the L-EFT does not reflect a general perceptual or cognitive style/ability. These results further emphasize that empirical data on the construct validity of a task do not always align with the face validity of a task.

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Lethaby, Carol, and Russell Mayne. "A critical examination of perceptual learning styles in English language teaching." International Review of Applied Linguistics in Language Teaching 58, no. 2 (June 25, 2020): 221–37. http://dx.doi.org/10.1515/iral-2017-0067.

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AbstractThis article critically reviews the concept of learning styles, particularly the notion of perceptual, that is, visual, auditory and kinaesthetic (VAK), styles. We look at problems with the definition and terminology used to describe VAK learning styles, arguing that they have yet to be shown to be consistent and measurable attributes. We review the history of VAK, present literature on the topic in language teaching and other educational fields and scrutinize the scientific, psychological and educational concerns with the use of VAK learning styles in the classroom, asserting that much of the popularity assigned to the notion of VAK learning styles is based on the false assumption that teaching to a learner’s sensory learning preference will enhance achievement. We conclude with some brief suggestions for alternative pedagogical interventions in language teaching which do have strong empirical backing as well as a call to the language teaching profession to look to other fields, such as neuroscience and cognitive science to guard against classroom practices that have no scientific basis.

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Alhourani, Alaa Q. "Investigating the Match and Mismatch between Students’ Learning Styles and Teacher’s Teaching Styles in a Saudi School: A Case Study." Journal of World Englishes and Educational Practices 3, no. 2 (February 27, 2021): 10–20. http://dx.doi.org/10.32996/jweep.2021.3.2.2.

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This study examines if there is a match or mismatch between students’ learning styles and the teacher’s teaching styles in a classroom at Khalid Bin Alwlid School, Tabarjal, Saudi Arabia. The main objectives of this study are to determine dominant learning styles of the whole secondary grade students and the teacher’s teaching style. This study was carried out as a case study, and the data were analyzed qualitatively and quantitatively. Participants of this study were a class of 15 students and their English language teacher to the first secondary stage. The instruments used for collecting data were Reid’s Perceptual Learning Style Preference Questionnaire (1995), Teachers Teaching Style Preferences Questionnaire (Peacock 2001), and semi-structured interview. The findings of this study indicated that the majority of the students had multiple learning styles with at least auditory and group as their major learning style preferences, followed by kinesthetic, tactile, and visual as their minor learning style preferences. They showed negative preference towards individual style. The major learning style preferences of the English language teacher were visual and individual, followed by tactile and kinesthetic as his minor style preferences, while his negligible teaching style preferences were auditory and group. There was a mismatch between the teacher’s teaching style and the students’ learning style at Khalid Bin Alwlid School, Tabarjal, Saudi Arabia

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Monzo, Carlos, Ignasi Iriondo, and Joan Claudi Socoró. "Voice Quality Modelling for Expressive Speech Synthesis." Scientific World Journal 2014 (2014): 1–12. http://dx.doi.org/10.1155/2014/627189.

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This paper presents the perceptual experiments that were carried out in order to validate the methodology of transforming expressive speech styles using voice quality (VoQ) parameters modelling, along with the well-known prosody (F0, duration, and energy), from a neutral style into a number of expressive ones. The main goal was to validate the usefulness of VoQ in the enhancement of expressive synthetic speech in terms of speech quality and style identification. A harmonic plus noise model (HNM) was used to modify VoQ and prosodic parameters that were extracted from an expressive speech corpus. Perception test results indicated the improvement of obtained expressive speech styles using VoQ modelling along with prosodic characteristics.

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Rafique, Rumana. "Exploring Language Learning Style Preferences of the ELT Graduate Students." Asian Journal of Humanity, Art and Literature 4, no. 1 (June 30, 2017): 45–58. http://dx.doi.org/10.18034/ajhal.v4i1.317.

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The paper aims at discovering the language learning style preferences of the ELT graduate students of the English Department of the University of Dhaka. The paper explores the students’ learning style preferences based on Reid’s (1984) six perceptual learning style categories such as visual, auditory, kinesthetic, tactile, group and individual style preferences. Both quantitative and qualitative data were collected using a questionnaire and interview of the ELT students of a public university in Bangladesh. The results revealed that the ELT students are more or less aware of their own learning styles and the way they learn better. It was found out from the study that majority of the students preferred the auditory style of learning while individual style is the least preferred. The study also brings students’ opinions regarding learning styles in the field of learning ESL (English as a Second Language) or EFL (English as a Foreign Language) to light. The paper then discusses the implications of the findings and offers some recommendations regarding the need to identify students’ learning styles in Bangladeshi classroom.

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Shen, Ming-yueh. "Individual Differences in Strategy Use for L2 Lexical Inferencing: The Case of Learning Styles." Education and Linguistics Research 4, no. 1 (January 5, 2018): 1. http://dx.doi.org/10.5296/elr.v4i1.12425.

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This study aimed to examine the effect of the second language (L2) learners’ perceptual learning style preferences on their strategy use for lexical inferencing and the treatment effect from an explicit instructional program. Joy Reid’s (1995) Perceptual Learning Style Preferences (PLSP) Inventory, a lexical inferencing test, and a vocabulary strategy questionnaire were administered to 145 university students during a 15-week reading course. The results of a simple regression analysis showed that the tactilc students tended to use more lexical inferencing strategies than the others with different learning styles; and that the visual learners tended to use strategies less frequently, compared to the other counterparts. Further analysis of simple regression indicated that the individual learners benefited most from the treatment effect, followed by the visual learners. The findings can be of significance for teachers and the L2 learners to concern individual differences in L2 inferential strategy use.

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Ghinea, Gheorghita, and Sherry Y. Chen. "The impact of cognitive styles on perceptual distributed multimedia quality." British Journal of Educational Technology 34, no. 4 (August 1, 2003): 393–406. http://dx.doi.org/10.1111/1467-8535.00337.

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Zhang, Li-fang. "Field-dependence/independence: cognitive style or perceptual ability?––validating against thinking styles and academic achievement." Personality and Individual Differences 37, no. 6 (October 2004): 1295–311. http://dx.doi.org/10.1016/j.paid.2003.12.015.

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Gargallo Camarillas, Noelia. "Perceptual learning styles and multimodality in EFL education: the digital learning style and social networks." Fòrum de Recerca, no. 23 (2019): 311–26. http://dx.doi.org/10.6035/forumrecerca.2018.23.21.

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Teng, Kehan. "The aesthetic connection between chorus voice and "form"." Journal of Contemporary Educational Research 3, no. 1 (February 26, 2019): 24–30. http://dx.doi.org/10.26689/jcer.v3i1.563.

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Abstract: Music is the art of sound, while chorus is the art of group vocal music. Choral art takes human voice as the carrier to express thoughts, emotions and artistic images through sound. Harmonious, unified, balanced sound gives people the enjoyment of beauty, and brings people related pictorial association. As a unique form of vocal music art, chorus is also a comprehensive stage art belonging to the category of performance, which is a sister art belonging to the same and different families, such as dance and drama. In the visual arts such as dance and drama, the melody, timbre and harmony of music match the figures appearing on the stage or screen. So much so that when we hear some kind of music we have feelings and associations of being beautiful, strong, magnificent, lively and leaping, dark and melancholy. From ancient to modern times, in daily life, people sang and danced scenes were also their immediate reflection of music aesthetic feelings. Some of these aesthetic experiences are vague and some are specific. For example: we will think some music is witty or sad, when people heard the music, such as "the devil into the village", is associated with the world war ii German offensive of Leningrad, the Anti-Japanese War of the Chinese people will be associated with the scenario, inner emotional ups and downs also involuntarily immersed in that special period and in the scene. In chorus, "form" performance influence on good auditory perceptual styles, or, in turn, is a good style of auditory perceptual experience of "form" synesthesia reaction performance, relationship to the singing breath, resonance, position and the effect of auditory perceptual style performance status and change, through sound "form" to build a good performance of auditory perceptual styles, so that the sound stimulus directly cause synesthesia activity, directly or indirectly affect the chorus sound auditory aesthetic feeling, at the same time, it can enhance the tension of the chorus performance, shape the artistic image that is consistent with the expression of the work, and properly express the music artistic conception. The audience can feel the chorus's expression of aesthetic emotion directly from their hearing, and then have a significant influence on the music sound and singing effect. This article through the "form" to the good style of auditory perceptual and aesthetic relation, the effect of using some tightening inward intuitive posture, dance to the chorus of constructing "the vertical and the inner" auditory perceptual inspired style, from the identity of the visual sense and sound, from the aesthetic perspective of reverse thinking, deeper understanding and grasp of our chorus.To maintain the breath required by the extremely aesthetic chorus sound, control the state, establish the harmonious, unified and balanced sound perceptual style, as well as the overall sound effect aesthetic expression, has made a different Angle of interpretation.

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Li, Hong-an, Qiaoxue Zheng, Xin Qi, Wenjing Yan, Zheng Wen, Na Li, and Chu Tang. "Neural Network-Based Mapping Mining of Image Style Transfer in Big Data Systems." Computational Intelligence and Neuroscience 2021 (August 21, 2021): 1–11. http://dx.doi.org/10.1155/2021/8387382.

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Image style transfer can realize the mutual transfer between different styles of images and is an essential application for big data systems. The use of neural network-based image data mining technology can effectively mine the useful information in the image and improve the utilization rate of information. However, when using the deep learning method to transform the image style, the content information is often lost. To address this problem, this paper introduces L1 loss on the basis of the VGG-19 network to reduce the difference between image style and content and adds perceptual loss to calculate the semantic information of the feature map to improve the model’s perceptual ability. Experiments show that the proposal in this paper improves the ability of style transfer, while maintaining image content information. The stylization of the improved model can better meet people’s requirements for stylization, and the evaluation indexes of structural similarity, cosine similarity, and mutual information value have increased by 0.323%, 0.094%, and 3.591%, respectively.

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Journal articles on the topic 'Perceptual styles'

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