Research on the Visual-Spatial Learner



Research on the Visual-Spatial Learner
	At the Gifted Development Center, sister organization to Visual-Spatial Resource, we have been exploring the visual-spatial learner phenomenon for over two decades. Please click here for Dr. Silverman's full vitae. Using a self-rated instrument and an observer instrument, along with the help of two grants from the Morris S. Smith Foundation, we have validated both tools with 750 fourth, fifth and sixth graders (White, Hispanic; rural, suburban; all socio-economic ranges; all intellectual ranges). To obtain the Visual-Spatial Identifier: English - Self Report and Observer Report Espanol - Autorelato y Reporte del Observador We have high confidence (over 80%) that: At least one-third are strongly visual-spatial One-fifth are strongly auditory-sequential The remainder are a balance of both learning styles Of that remainder (who are not strongly visual-spatial nor strongly auditory-sequential), Another 30% show a slight preference for visual-spatial learning style Another 15% show a slight preference for auditory-sequential learning style This means that more than 60% of the students in a regular classroom learn best with visual-spatial presentations and the rest learn best with auditory-sequential methods. Among gifted students, the proportion of visual-spatial learners may be much higher. In one small sample, more than three-fourths of the gifted students preferred visual-spatial methods. *Please see Welcome to the Visual-Spatial Identifier* for more information.** . Return to top of page		Learn more: History of Interest in the Visual-Spatial Learner by Linda Silverman Honoring Both Sides of the Self by Linda Silverman Identifying Visual-Spatial Learners by Linda Silverman Two Ways of Knowing by Linda Silverman

		Dr. Linda Kreger Silverman's full Curriculum Vitae


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