A Reply to Two Stylish Critiques: Response to Hunt (2008) and Mayer (2008)
Abstract
We reply to helpful critiques by Mayer (2008, this issue) and Hunt (2008, this issue) of our article on the role of styles of learning and thinking in instruction and assessment. We deal with issues of aptitude—treatment interaction, the range of variables important in instruction and assessment, the originality of our theories, overlap of our constructs with constructs in other theories, ethnic-group differences, and new data reported.
