Not Another Inventory, Rather a Catalyst for Reflection

Abstract

In this article the authors focus on the use of a modal preferences questionnaire as a catalyst to empower students to reflect on their own sensory preferences and modify their study methods accordingly. The authors discuss the development and use of the questionnaire, strategies for students to use in modifying their learning behavior, responses of students and faculty to the technique, and directions for further investigation of modal preferences. Over the last four decades the literature from both psychology and educa-tion has supported the proposition that learners of all ages have different yet consistent ways of responding in learning situations. These behaviors or predispositions to behave in a particular fashion have been termed learning