The Learning Styles Educational Neuromyth: Lack of Agreement Between Teachers' Judgments, Self-Assessment, and Students' Intelligence

Learning styles (LS) have dominated educational practice since their popularization in the 1970s. Studies have shown that they are accepted by more than 90% of teachers worldwide. However, LS have also received extensive criticism from researchers and academics, due to the poor theoretical justification of the theory, their problematic measurement, and the lack of systematic studies supporting them. The present study tested the hypothesis that teachers' and students' assessment of preferred LS should correspond. Moreover, it tested whether teachers' judgment of LS is driven by the students' IQ. Both questions were studied for the first time in a systematic fashion within LS research in primary school pupils. Fifth and sixth grade pupils (n = 199) were asked to self-assess their preferred LS, while their teachers were asked to provide their own assessment on individual pupils' LS. No relationship was found between pupils' self-assessment and teachers' assessment, suggesting that teachers cannot assess the LS of their students accurately. Moreover, students' intelligence was not found to drive teachers' assessment of their LS. This study adds to the body of evidence that is skeptical of the adoption of LS in mainstream education. © Copyright © 2018 Papadatou-Pastou, Gritzali and Barrable

Learning structural knowledge from the ECG

We tackle the problem of discovering, without the "manual " aid of an expert, implicit relations and temporal constraints from a collection of dated events detected on temporally structured signals

The bgl1 gene of Trichoderma reesei QM 9414 encodes an extracellular, cellulose-inducible β-glucosidase involved in cellulase induction by sophorose

We have investigated the effect of disruption of the bgl1-(β-glucosidase l-encoding) gene of Trichoderma reesei on the formation of other β-glucosidase activities and on the induction of cellulases. To this end the bgl1 locus was disrupted by insertion of the Aspergillus nidulans amdS (acetamidase-encoding) gene. The bgl1-disrupted strain did not produce the 75kDa extracellular β-glucosidase on cellulose or lactose, but still formed β-glucosidase activity on glucose, cellobiose, xylan or β-1,3-glucan, suggesting that the enzyme(s) exhibiting this β-glucosidase activity is (are) not encoded by bgl1. The cellulose-inducer sophorose induced the bgl1-encoded β-glucosidase, whereas the remaining β-glucosidase activity was induced by methyl-β-D-glucoside. The bgl1-gene product was mainly secreted into the medium, whereas the other β-glucosidase activity was mainly associated with the cells. A bgl1-multicopy strain formed higher amounts of cellulases than the parent strain. Nonsaturating concentrations of sophorose efficiently induced cellobiohydrolase I formation in the bgl1-multicopy strain, but less efficiently in the bgl1-disrupted strain. The multicopy strain and the parent strain were comparably efficient at saturating sophorose concentrations. The β-glucosidase inhibitor nojirimycin strongly inhibited induction in all strains. These data suggest that the bgl1-encoded β-glucosidase is not identical to the plasma-membrane-bound, constitutive, methyl-β-glucoside inducible β-glucosidase, but represents an extracellular cellulose-induced enzyme. Both enzymes contribute to rapid induction of cellulases by modifying the inducer sophorose.Peer reviewe