Distinguish between the following dichotomies of learning and thinking styles: impulsive/reflective, deep/surface.
What will be an ideal response?
Impulsive/reflective styles, also referred to as conceptual tempo, involve a student's tendency either to act quickly and impulsively or to take more time to respond and reflect on the accuracy of an answer. Impulsive students often make more mistakes than reflective students. Research on impulsivity/reflection shows that reflective students are more likely than impulsive students to do well at the following tasks: remembering structured information; reading comprehension and text interpretation; and problem solving and decision making. Deep/surface styles involve how students approach learning materials. Students who approach learning with a surface style fail to tie what they are learning into a larger conceptual framework. They tend to learn in a passive way, often rotely memorizing information. Deep learners are more likely to actively construct what they learn and give meaning to what they need to remember. Thus, deep learners take a constructivist approach to learning. Deep learners also are more likely to be self-motivated to learn, whereas surface learners are more likely to be motivated to learn because of external rewards, such as grades and positive feedback from the teacher.
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