Rethinking the multiplicity of cognitive resources and curricular representations: Alternatives to 'learning styles' and 'multiple intelligences'

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Where learning starts? A framework for thinking about lectures in university mathematics (2010, background): “Because of the diversity of students’ learning styles and strategies [16,19], it is not a straightforward rival to lectures, and indeed is generally used to support them [e.”
DeFT: A Conceptual Framework for Considering Learning with Multiple Representations. (2006, background): “However, the assumption that 'visualisers' will necessarily do better with visual representations is not always warranted (Coffield, Moseley, Hall, & Ecclestone, 2004; Klein, 2003; Roberts et al., 1997).”
An Exploratory Study of Teachers’ and Students’ Use of Multi‐modal Representations of Concepts in Primary Science (2006, background): “Following Klein (2003), we do not support the view that the most effective use of different representational modes in learning science is to seek to match particular modes to specific preferred student learning styles.”