Our textbook begins by highlighting the SQ4R Method, one technique behind the psychology of studying. This
technique can help you read and learn the material in textbooks more effectively. It also helps you when taking
tests! We all learn differently, though. It is very important to know how you learn best. If you use strategies that
work best with your learning style, you will decrease the time you spend and increase the results!
Take the learning style self-assessment. The direct link is https://www.webtools.ncsu.edu/learningstyles/
Review the results of your assessment using the explanation below.
Write at least 300 words describing the results, how you learn best, and how you will modify your study
techniques to fit your learning style.
What do the results mean? Barbara Soloman, Coordinator of Advising, First Year College, North Carolina State
University explains:
Active Learners: tend to retain and understand information best by doing something active with it like
discussing or explaining it to others. They enjoy group work.
Reflective Learners: prefer to think about it quietly first. They prefer to work alone.
Sensing Learners: tend to like learning facts. They are patient with details and good at memorizing things.
They are practical and careful.
Intuitive Learners: prefer discovering possibilities and relationships. They are good at grasping new concepts
and are comfortable with abstractions and mathematical formulations. They are innovative and creative.
Visual Learners: remember best what they see–pictures, diagrams, flowcharts, timelines, films, and
demonstrations.
Verbal Learners: get more out of words–written and spoken explanations. Everyone learns more when
information is presented both visually and verbally.
Sequential Learners: tend to gain understanding in linear steps, with each step following logically from the
previous one. They follow logical steps when finding solutions.
Global Learners: Global learners tend to learn in large jumps, absorbing material almost randomly without
seeing connections, and then suddenly “getting it.” They may be able to solve complex problems quickly or put
things together in novel ways once they have grasped the big picture, but they may have difficulty explaining
how they did it.
You may also find this article by Felder (2002) helpful: https://www.engr.ncsu.edu/wpcontent/uploads/drive/1QP6kBI1iQmpQbTXL-08HSl0PwJ5BYnZW/1988-LS-plus-note.pdf
Felder, R. (1988). Learning and teaching styles in engineering education. Engineering Education, 78(7), 674-
- https://www.engr.ncsu.edu/wp-content/uploads/drive/1QP6kBI1iQmpQbTXL-08HSl0PwJ5BYnZW/1988-
LS-plus-note.pdf
Felder, R. (n.d.). Learning styles and index of learning styles. https://www.engr.ncsu.edu/stemresources/legacy-site/learning-styles/
