Institute of Learning Styles Research

Dissertation Abstracts

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Abstract Title

Koch, K. (1998). The relationship between measures of intellectual characteristics and measures of perceptual modality preference using the WAIS-R and MMPALT II test instruments (Doctoral dissertation, University of South Florida, 1998). Dissertation Abstracts International, 59(07A), 2302.

Abstract

This study determined the relationships among the Full Scale Intelligence Quotient (IQ), based on a tetrad short form (prorated), and four selected subtests of the Wechsler Adult Intelligence Scale-Revised (WAIS-R) (Wechsler, 1981) and four selected subtests of the Multi-Modal Paired Associates Learning Test-Revised (MMPALT-II) (Cherry, 1981). This study also examined selected relationships among intelligence and learning style factors. It investigated (a) intellectual characteristics of adult learners, (b) perceptual modality preferences of adult learners, (c) selected performance scores on an intelligence test instrument interrelated with those same adults' performance scores on an objectively measured learning style instrument, and (d) comparisons among scores. Results indicated that the WAIS-R and MMPALT-II are measure distinct constructs with little common variance. Analysis of pooled data indicates a significant association between educational level of subjects and perceptual modality preference on the MMPALT-II. The non-high school graduate group was distinct from the total sample both in terms of mean raw scores on the four subtests and in order of preference. Implications include supporting further efforts to establish construct validity of the MMPALT-II. Also evident is the need for standardizing the MMPALT-II and converting raw scores to standard scores for more meaningful research. Findings indicated that educational level is related to performance on the MMPALT-II subtests. Implications for working with high risk educational sub-groups are warranted. Recommendations for practice include recognizing the importance of the visual modality for typical learners in instructional processes and exploring whether a strong modality preference on the MMPALT-II is evidence that learning is enhanced by instruction emphasizing that modality. Recommendations for further research include data collection on MMPALT-II patterns from occupational groups, correlation studies with other measures of mental functioning, and developing normative data on MMPALT-II subtests which can be generalized to the population of the United States and which incorporates patterns by gender, age group, and educational level.

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