Editing Learning styles (section)

===NASSP model===
In the 1980s, the [[National Association of Secondary School Principals]] (NASSP) formed a task force to study learning styles.<ref name="Keefe1985">{{cite journal |last=Keefe |first=James W. |date=March 1985 |title=Assessment of learning style variables: the NASSP task force model |journal=Theory into Practice |volume=24 |issue=2 |pages=138–144 |jstor=1476430 |doi=10.1080/00405848509543162}}</ref> The task force defined three broad categories of style—cognitive, affective, and physiological—and 31 variables, including the perceptual strengths and preferences from the VAK model of Barbe and colleagues,<ref name="Barbe1981"/> but also many other variables such as need for structure, types of motivation, time of day preferences, and so on.<ref name="Keefe1985"/>{{rp|141–143}} They defined a learning style as "a ''[[Holism|gestalt]]''—not an amalgam of related characteristics but greater than any of its parts. It is a composite of internal and external operations based in neurobiology, personality, and human development and reflected in learner behavior."<ref name="Keefe1985"/>{{rp|141}}

* Cognitive styles are preferred ways of perception, organization and retention.
* Affective styles represent the motivational dimensions of the learning personality; each learner has a personal motivational approach.
* Physiological styles are bodily states or predispositions, including sex-related differences, health and nutrition, and reaction to physical surroundings, such as preferences for levels of light, sound, and temperature.<ref name="Keefe1985"/>{{rp|141}}

According to the NASSP task force, styles are hypothetical constructs that help to explain the learning (and teaching) process. They posited that one can recognize the learning style of an individual student by observing his or her behavior.<ref name="Keefe1985"/>{{rp|138}} Learning has taken place only when one observes a relatively stable change in learner behavior resulting from what has been experienced.