Abstract
In the first of two investigations, 116 college freshmen and senior men and women from middle-class backgrounds responded to measures which assessed their preferred learning styles. Differences between classes indicated that, whereas freshmen were heterogeneous in the choices of learning style, seniors preferred learning through abstract conceptualization. Canonical discriminant functions further differentiated sexes and classes. In a follow-up study, 29 seniors who participated in the first study as freshmen again responded to the measures. As seniors they were predominantly abstract conceptualizers, suggesting that learning styles do shift over the four-year college experience. Discriminant functions correctly classified 73% of cases by sex and class. Results are discussed in light of Kolb's theory as related to this significant shift in preferred learning style.
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