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@article{183356,
        author = {sakshi gupta},
        title = {Cognition and Learning Styles in Psychology: A Critical Analysis of the Learning Style Myth},
        journal = {International Journal of Innovative Research in Technology},
        year = {2025},
        volume = {12},
        number = {3},
        pages = {1766-1772},
        issn = {2349-6002},
        url = {https://ijirt.org/article?manuscript=183356},
        abstract = {This paper explores the complex relationship between cognition and learning styles within the field of psychology. It reviews prominent learning theories, including behavioral, cognitive, constructivist, social, connectivist, and humanistic perspectives, highlighting their contributions to understanding how individuals acquire and process knowledge. A critical distinction is drawn between cognitive styles—stable, unconscious preferences for information processing—and learning styles—often described as preferred ways of engaging with educational content. Despite the intuitive appeal and widespread adoption of learning styles, this paper presents a comprehensive critique, arguing that the concept largely constitutes a “learning style myth.” Empirical evidence consistently refutes the claim that tailoring instruction to a learner’s identified style significantly enhances learning outcomes. Instead, perceived benefits are often attributable to effective multi-modal instruction or psychological phenomena like the placebo effect. The paper concludes by discussing the profound implications for educational practice, advocating for a shift from unsubstantiated learning style approaches to evidence-based pedagogies that promote metacognition, utilize diverse instructional methods, and genuinely address individual differences in learning.},
        keywords = {Cognition, Learning Styles, Educational Psychology, Learning Theories, Evidence-Based Education},
        month = {August},
        }