Editing Learning styles (section)

===Learning modalities===
Walter Burke Barbe and colleagues proposed three learning modalities (often identified by the [[acronym]] VAK):<ref name="Barbe1979">{{cite book |last1=Barbe |first1=Walter Burke |last2=Swassing |first2=Raymond H. |last3=Milone |first3=Michael N. |date=1979 |title=Teaching through modality strengths: concepts practices |location=Columbus, Ohio |publisher=Zaner-Bloser |isbn=0883091003 |oclc=5990906}}</ref>

# Visualizing modality
# Auditory modality
# Kinesthetic modality

{| class="wikitable"
|+ Descriptions of learning modalities
|-
! Visual !! Kinesthetic/tactile !! Auditory
|-
| Picture || Gestures || Listening
|-
| Shape || Body movements || Rhythms 
|-
| Sculpture || Object manipulation || Tone
|-
| Paintings || Positioning || Chants
|}

Barbe and colleagues reported that learning modality strengths can occur independently or in combination (although the most frequent modality strengths, according to their research, are visual or mixed), they can change over time, and they become integrated with age.<ref name="Barbe1981">{{cite journal |last1=Barbe |first1=Walter Burke |last2=Milone |first2=Michael N. |title=What we know about modality strengths |journal=Educational Leadership |publisher=[[Association for Supervision and Curriculum Development]] |date=February 1981 |pages=378–380 |url=http://www.ascd.org/ASCD/pdf/journals/ed_lead/el_198102_barbe.pdf}}</ref> They also pointed out that learning modality ''strengths'' are different from ''preferences''; a person's self-reported modality preference may not correspond to their empirically measured modality strength.<ref name="Barbe1981"/>{{rp|378}} This disconnect between strengths and preferences was confirmed by a subsequent study.<ref>{{cite journal |last1=Krätzig |first1=Gregory P. |last2=Arbuthnott |first2=Katherine D. |date=February 2006 |title=Perceptual learning style and learning proficiency: a test of the hypothesis |journal=[[Journal of Educational Psychology]] |volume=98 |issue=1 |pages=238–246 |doi=10.1037/0022-0663.98.1.238}}</ref> Nevertheless, some scholars have criticized the VAK model.<ref>{{cite journal |last1=Sharp |first1=John G. |last2=Bowker |first2=Rob |last3=Byrne |first3=Jenny |date=September 2008 |title=VAK or VAK-uous?: towards the trivialisation of learning and the death of scholarship |journal=Research Papers in Education |volume=23 |issue=3 |pages=293–314 |doi=10.1080/02671520701755416|s2cid=11499636 }}</ref><ref>{{cite journal |last=Franklin |first=Shirley |date=March 2006 |title=VAKing out learning styles—why the notion of 'learning styles' is unhelpful to teachers |journal=Education 3–13: International Journal of Primary, Elementary and Early Years Education |volume=34 |issue=1 |pages=81–87 |doi=10.1080/03004270500507644|s2cid=143207758 }}</ref> Psychologist [[Scott Lilienfeld]] and colleagues have argued that much use of the VAK model is nothing more than [[pseudoscience]] or a psychological [[urban legend]].<ref name="Lilienfeld">{{cite book |last1=Lilienfeld |first1=Scott O. |author-link1=Scott Lilienfeld |last2=Lynn |first2=Steven Jay |last3=Ruscio |first3=John |last4=Beyerstein |first4=Barry L. |author-link4=Barry Beyerstein |date=2010 |chapter=Myth #18: Students learn best when teaching styles are matched to their learning styles |title=50 great myths of popular psychology: shattering widespread misconceptions about human behavior |location=Chichester, UK; Malden, MA |publisher=[[Wiley-Blackwell]] |isbn=9781405131117 |oclc=396172891 |chapter-url=https://books.google.com/books?id=8DlS0gfO_QUC&pg=PT85 |pages=92–99}}</ref>