Learning Styles
Resource Site
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Perceptual Modality
Preference Survey (PMPS)
Dunn and Dunn
The PMPS
system is characterized by a multitude
of learning style dimensions, including Immediate Environment (with
subscales for Noise Level, Light, Temperature, Design [formal or informal
learning environment], Emotionality, Motivation, Persistence, Responsibility,
and Structure [need for external structure]), Sociological Needs (with
subscales for Learning Alone/Peer Oriented, Authority Figures Present, and
Learn in Several Ways), and Physical Needs (with subscales for Auditory,
Visual, Tactile, Kinesthetic, Requires Intake, Evening-Morning/Late
Morning/Afternoon, and Needs Mobility).
While the
model has some content validity, it is limited in that it does not really deal
with psychological dimensions of learning. As a result it lacks an organic
basis and therefore stability of “type.” This also creates a limitation in how
it can be used to make educational choices or determine student needs or
aptitudes.
This model
has been used in countless studies, and some feel that it has been well
validated (Lewthwaite & Dunham,
1999; Curry, 1987; Dunn & Griggs, 1995), but others strongly criticize the
model as unvalidated and lacking an underlying theory (Bonham, 1988; Kavale,
Hirschoren, & Forness, 1998; Kaiser, 1998).
Another concern is that the instrument has so many scales (21) that it
might be difficult for students and faculty to assimilate them all and “see the
forest for the trees,” drawing an overall picture of learning style.
Available
from:
Price
Systems, Inc.
Phone: 913-843-7892
Toll-free: 800-LSI-4441
Fax: 913-843-0101
E-mail: lsi@pricesys.com
Web: http://www.pricesys.com