Visual, Auditory, Kinesthetic learning styles
I'm a kinesthetic learner, probably the type that has to work the hardest to learn a language :-)
Alas there are now quite a few meta studies showing that learning styles at best have no educational value and and at worst are spurious and distracting.
See this from the Wikipedia entry on the subject
In late 2009, the journal Psychological Science in the Public Interest of the Association for Psychological Science (APS) published a report on the scientific validity of learning styles practices (Pashler et al., 2009). The panel was chaired by Hal Pashler (University of California, San Diego); the other members were Mark McDaniel (Washington University), Doug Rohrer (University of South Florida), and Robert Bjork (University of California, Los Angeles). The panel concluded that an adequate evaluation of the learning styles hypothesis—the idea that optimal learning demands that students receive instruction tailored to their learning styles—requires a particular kind of study. Specifically, students should be grouped into the learning style categories that are being evaluated (e.g., visual learners vs. verbal learners), and then students in each group must be randomly assigned to one of the learning methods (e.g., visual learning or verbal learning), so that some students will be "matched" and others will be "mismatched". At the end of the experiment, all students must sit for the same test. If the learning style hypothesis is correct, then, for example, visual learners should learn better with the visual method, whereas auditory learners should learn better with auditory method. Notably, other authors have reached the same conclusion (e.g., Massa Mayer, 2006). As disclosed in the report, the panel found that studies utilizing this essential research design were virtually absent from the learning styles literature. In fact, the panel was able to find only a few studies with this research design, and all but one of these studies were negative findings—that is, they found that the same learning method was superior for all kinds of students (e.g., Massa Mayer, 2006). Furthermore, the panel noted that, even if the requisite finding were obtained, the benefits would need to be large, and not just statistically significant, before learning style interventions could be recommended as cost-effective. That is, the cost of evaluating and classifying students by their learning style, and then providing customized instruction would need to be more beneficial than other interventions (e.g., one-on-one tutoring, after school remediation programs, etc.). As a consequence, the panel concluded, "at present, there is no adequate evidence base to justify incorporating learning styles assessments into general educational practice. Thus, limited education resources would better be devoted to adopting other educational practices that have strong evidence base, of which there are an increasing number." The article incited critical comments from some defenders of learning styles. The Chronicle of Higher Education reported that Robert Sternberg from Tufts University spoke out against the paper: "Several of the most-cited researchers on learning styles, Mr. Sternberg points out, do not appear in the paper's bibliography." This charge was also discussed by Science, which reported that Pashler said, "Just so…most of [the evidence] is 'weak.'"
The Coffield study is another.
Hmm, interesting. We've talked about this topic in our psychology courses; as I have taken a few on learning theory. I don't feel any of these particularly fit me, or should I say I fit them. Depending on the subject, I do all three. :P
Uhm, I think I'm more in the Auditory style. Interesting link, thanks for posting!