Studies contradict the widespread 'meshing hypothesis' that a student will learn best if taught in a method deemed appropriate for the student's learning style. There is evidence of empirical and pedagogical problems related to forcing learning tasks to 'correspond to differences in a one-to-one fashion'. :вЂЉ33 Since 2012, learning styles have often been referred to as a 'neuromyth' in education. :вЂЉ267 Critics say there is no consistent evidence that identifying an individual student's learning style and teaching for specific learning styles produces better student outcomes. Although there is ample evidence that individuals express personal preferences for how they prefer to receive information, :вЂЉ108 few studies have found any validity in using learning styles in education. :вЂЉ107вЂ“108 Proponents recommend that teachers have to run a needs analysis to assess the learning styles of their students and adapt their classroom methods to best fit each student's learning style. The idea of individualized learning styles became popular in the 1970s, and has greatly influenced education despite the criticism that the idea has received from some researchers.

:вЂЉ8 A common concept is that individuals differ in how they learn. Many theories share the proposition that humans can be classified according to their 'style' of learning, but differ in how the proposed styles should be defined, categorized and assessed. Learning styles refer to a range of theories that aim to account for differences in individuals' learning.

Largely debunked theories that aim to account for differences in individuals' learning

Modeling heading styles in word