Recently, Honey and Mumford’s LSQ was used
by Price and Richardson (2003) to examine the
relationships between learning style and performance
and different instructional methods. They also studied
the usefulness of the LSQ in predicting students’
preferences among instructional models, and students’
performance, study techniques and recall processes.
The LSQ consistently failed to predict all these aspects
of students’ performance and preferences. Price
and Richardson concluded (2003, 294) that ‘…tests
of generalised individual differences are inappropriate
for understanding performance in task-specific and
context-dependent situations’