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Dissertation Abstracts (in alphabetical order)
Brown, B. (1984). A descriptive analysis of perceptual
modality learning style in older adults (Doctoral dissertation, Oklahoma
State University, Stillwater, OK, 1984). Dissertation Abstracts International,
45(09A), 2726.
The objective of this study was to analyze perceptual modality learning
styles in older adults. The specific purpose of the study was to describe
the relationship of perceived and observed learning styles in an older
adult population. The instruments used in conducting the study were
the Perceptual Modality Preference Survey (PMPS) and the Multi-Modal
Paired Associates Learning Test II (MMPALT II). The subject population
consisted of 50 older adults: 38 females and 12 males. The subjects
ranged in age from 61 to 84 years. Specific research questions addressed
in this study were: (1) Do older adults utilize the perceptual elements
in individual learning? (2) Can the variations in perceptual modality
of older adults be measured? (3) Are there dominant patterns of learning
styles among older adults? (4) Do older adult learners’ self-assessments
of their perceptual modality learning styles show positive correlation
with empirical measurements in the same styles? (5) Are there significant
differences in perceptual modality learning styles among older adult
subgroups of age, sex, educational level, martial status, learning location,
and particular administration order of measurement instruments? Total
scores, ranks, and means for the learning styles were computed on each
instrument. Correlation coefficients were determined with the Spearman
Rho method, and the analysis of variance test was used for significant
difference measurements.
The findings of this study indicated that older adults do utilize perceptual
elements in individual earning, that variations in perceptual modality
can be measured, and that dominant patterns of learning styles in older
adults can be identified. The results also indicated that older adult
learners’ self-assessments of learning styles do not show positive
correlation with empirical measurements of the same styles. There were
no significant differences in perceptual modality learning styles among
older adult subgroups of age, sex, educational level, learning location,
and particular administration order of measurement instruments. The
most frequently expressed preferences on the PMPS were the print, interactive,
and aural elements. The MMPALT II results indicated visual and interactive
elements as being the primary learning styles for this population of
older adults.
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