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Prologue Chapter AP Psychology AP Psych Test Biloxi Public Schools

The Spencer Foundation's project on includes multiple articles on this topic and relates well to the Common Core Mathematical Practice standard on this theme. Per the project background, the collected papers of 2015 presents foundational knowledge and represents "a range of approaches to understanding perseverance—some of the papers focus closely on specific case studies to offer guidance for everyday practice, while others draw on a vast academic literature to explain the complex psychology behind perseverance" (para. 5).

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Caution: Readers should also be aware that although determining learning styles might have great appeal, "The bottom line is that there is no consistent evidence that matching instruction to students' learning styles improves concentration, memory, self-confidence, grades, or reduces anxiety," according to Dembo and Howard (2007, p. 106). Rather, Dembo and Howard indicated, "The best practices approach to instruction can help students become more successful learners" (p. 107). Such instruction incorporates "Educational research [that] supports the teaching of learning strategies...; systematically designed instruction that contains scaffolding features...; and tailoring instruction for different levels of prior knowledge" (p. 107). Cognitive scientists Pashler, McDaniel, Rohrer, and Bjork (2009) supported this position and stated, "Although the literature on learning styles is enormous, very few studies have even used an experimental methodology capable of testing the validity of learning styles applied to education. Moreover, of those that did use an appropriate method, several found results that flatly contradict the popular meshing hypothesis" (p. 105). They concluded "at present, there is no adequate evidence base to justify incorporating learning-styles assessments into general educational practice" (p. 105) and "widespread use of learning-style measures in educational settings is unwise and a wasteful use of limited resources. ... If classification of students' learning styles has practical utility, it remains to be demonstrated" (p. 117). This position is further confirmed by Willingham, Hughes, and Dobolyi (2015) who concluded in their scientific investigation into the status of learning theories: "Learning styles theories have not panned out, and it is our
responsibility to ensure that students know that" (p. 269).

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By learning, practicing, altering, andperfectingthem, and by testing their effects and nuances for yourself, thesedeviceswill help you to express yourself better and also teach you to see theinterrelatedness of form and meaning, and the psychology of syntax,metaphor,and diction both in your own writing and in the works of others.

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