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In a study published recently in the Journal of Neuroscience, UCLA neurology professor Paul Thompson and colleagues used a new type of brain-imaging scanner to show that intelligence is strongly influenced by the quality of the brain's axons, or wiring that sends signals throughout the brain. The faster the signaling, the faster the brain processes information. And since the integrity of the brain's wiring is influenced by genes, the genes we inherit play a far greater role in intelligence than was previously thought.

a standard set of questions they would like answered: can you really divide people up into a particular set of categories? Are the tests for these categories reliable; if you take the test twice will you come out the same both times? Are the categories you are trying to use related to how people learn? If you use a theory of learning styles, do people learn better? Can you use learning styles to predict who will benefit most from particular styles of instruction? Does using a learning styles system - any system - for teaching have other effects on learners or teachings, such as making them more confident or making them expend more effort? These questions stem from the way academic psychologists systematically approach topics: we like to establish the truth of psychological claims. If someone comes to us with a theory about learning styles we want to know (a) if learning styles really exist, (b) if they really are associated with better learning and also (c) if, when learning styles are taken into account, learning is better because of something about the specific learing style theory rather than just being a side effect of an increase in teacher confidence, effort or somesuch.

Using a learning style theory is great, but you lose a lot of flexibility and potential for change if you start to believe that the theory is based on proven facts about the way the world is, rather than just being a useful set of habits and suggestions which might, sometimes, help guide us through the maze of teaching and learning.

In 2006, Catalyst looked at stereotypes across cultures (surveying 935 alumni of the International Institute for Management Development in Switzerland) and found that while the view of an ideal leader varied from place to place — in some regions the ideal leader was a team builder, in others the most valued skill was problem-solving. But whatever was most valued, women were seen as lacking it.