The term "learning styles" refers to the concept that
individuals differ in regard to what mode of instruction or
study is most effective for them. Proponents of learning-style
assessment contend that optimal instruction requires diagnosing
individuals' learning style and tailoring instruction
accordingly. Assessments of learning style typically ask people
to evaluate what sort of information presentation they prefer
(e.g., words versus pictures versus speech) and/or what kind of
mental activity they find most engaging or congenial (e.g.,
analysis versus listening), although assessment instruments are
extremely diverse. The most common—but not the only—hypothesis
about the instructional relevance of learning styles is the
meshing hypothesis, according to which instruction is best
provided in a format that matches the preferences of the learner
(e.g., for a "visual learner," emphasizing visual presentation
of information). The learning-styles view has acquired great
influence within the education field, and is