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"The existence of 'Learning Styles' is a common 'neuromyth', and their use in all forms of education has been thoroughly and repeatedly discredited in the research literature. However, anecdotal evidence suggests that their use remains widespread. This perspective article is an attempt to understand if and why the myth of Learning Styles persists. I have done this by analyzing the current research literature to capture the picture that an educator would encounter were they to search for "Learning Styles" with the intent of determining whether the research evidence supported their use. The overwhelming majority (89%) of recent research papers, listed in the ERIC and PubMed research databases, implicitly or directly endorse the use of Learning Styles in Higher Education. These papers are dominated by the VAK and Kolb Learning Styles inventories. These presence of these papers in the pedagogical literature demonstrates that an educator, attempting to take an evidence-based approach to education, would be presented with a strong yet misleading message that the use of Learning Styles is endorsed by the current research literature. This has potentially negative consequences for students and for the field of education research."

"You have probably heard of them - you fill in a questionnaire to be told that you a 'visual learner' or an 'auditory learner', a 'reflector' or a 'pragmatist', a 'diverger' or a 'converger'? But exactly what are Learning Styles? They are, unfortunately, one of the great myths in learning theory"

Ruth Clark's book on Evidence Based Training Methods. It provides some excellent provocative thinking, especially around the whole industry that's arisen around the notion of learning styles.

Journal of Psychological Science in the Public Interest December 2008 vol. 9 no. 3 105-119 Harold Pashler,1 Mark McDaniel,2 Doug Rohrer,3 and Robert Bjork4 1University of California, San Diego, 2Washington University in St. Louis, 3University of South Fl