Critical analysis of learning styles from a naturalistic perspective Análisis crítico de los estilos de aprendizaje desde una perspectiva naturalista

Abstract

Interest in the empirical analysis of learning styles has increased over the past two decades; however, reflection on concepts and assumptions is scarce. The present paper aims to analyze the current conceptualization of learning styles as well as the developed instruments for evaluating them. The status of explanatory variable of multidimensional character, which has been attributed to learning styles, is questioned. Grounded on the inter-behavioral field perspective, it is argued that these conceptions fall into categorical errors that limit the theoretical and methodological approach to these psychological events, which are particularly relevant in the educational process. Given the inconsistencies in the logical geography of the concepts used to refer to the notion of learning styles, consideration of the formula from the inter-behavioral field theory for assessment and complementation of its main definitions it is proposed.