| I identified the extent to which the learning styles of biological siblings in grades two to eight were different from and similar to each other's and their parents'. Learning styles of 112 intact families representing five schools in Fairfield and Westchester counties were identified with Our Wonderful Learning Style (OWLS) (Guastello & Dunn, 1997, 1998), Learning Style: The Clue to You! (LS:CY!) (Burke & Dunn, 1998, 2005), or Building Excellence (BE), (Rundle & Dunn, 1997, 2000, 2002, 2005). The choice of instruments was determined by each participant's age.; The Pearson Product Moment Correlation measured the strength of the linear association between the learning-style preferences of siblings and between them and their parents. The Variance Components Estimation for the intra-class correlation coefficient (ICC) indicated a familial resemblance (heredity) for learning-style preferences within families.; Findings supported Hypothesis 1 that siblings shared few similarities and many differences. Analyses supported Hypothesis 2; there were statistical differences based on age. Younger siblings preferred to learn from pictures, not words, were impulsive processors, and visual. Older sibling pairs preferred mobility, bright light, formal seating, and variety. Siblings aged 10-14 shared a strong non-preference for learning with an authority figure.; Data supported that boys preferred learning by listening in informal seating and with little variety, whereas girls preferred learning alone. Analyses revealed shared preferences by children and their parents for seating, lighting, visual learning, and reflective vs. impulsive processing. Boys shared a preference for informal seating with their fathers. Many girls and their mothers shared strong academic motivation.; Analysis for heritability revealed eight learning-style preferences. Visual preferences were shared by both genders but girls indicated a high conformity, learning in pairs, reflective processing, structure, and warm temperature. Boys indicated a high score for informal design and learning tactually. Overall, data demonstrated few similarities between the learning styles of parents, between parents and their offspring, and between siblings. Similarities that emerged were more gender and age than family related. |
