In this research, the relationship between thinking Style and gender, Style="font-Style:inherit;color:rgb(255,0,120);">Perceptual Style, conceptual Style, and Style="font-Style:inherit;color:rgb(255,0,120);">Learning Style was studied.103 students, which were chosen by random multi stages sampling, were the statistical sample of this research.These students were examinated by thinking Style inventory 1992, group embedded figure test 1971, matching familiar figure test 1964 and Style="font-Style:inherit;color:rgb(255,0,120);">Learning Style inventory 1985.Answer sheets were analyzed by multiple correlation, and multiple regression.Out comes show that: there was a significant relationship between gender, Style="font-Style:inherit;color:rgb(255,0,120);">Perceptual Style, conceptual Style, Style="font-Style:inherit;color:rgb(255,0,120);">Learning Style and legislative thinking Style, and executive, judicial, local, external, and liberal thinking Style.The regression results also show that: among predictor variables (gender, Style="font-Style:inherit;color:rgb(255,0,120);">Perceptual Style, conceptual Style and Style="font-Style:inherit;color:rgb(255,0,120);">Learning Style) only gender predicted legislative executive, judicial, local, external, liberal and conservative thinking, and hierarchic thinking level. And the Style="font-Style:inherit;color:rgb(255,0,120);">Perceptual Style predict judicial, hierarchic, local, liberal thinking Style, and legislative thinking.

Learners vary in understanding, organizing, and retaining information or experience, which is called preferred Style="font-Style:inherit;color:rgb(255,0,120);">Learning Style. Reid’ s (1984) Style="font-Style:inherit;color:rgb(255,0,120);">Perceptual Style="font-Style:inherit;color:rgb(255,0,120);">Learning Style Preference Questionnaire was administered to 235 Iranian EFL learners to determine their Styles and the role of some variables in their Preference. Kinesthetic, auditory, visual, and tactile Style="font-Style:inherit;color:rgb(255,0,120);">Learning Styles came out as major categories while individual and group Style="font-Style:inherit;color:rgb(255,0,120);">Learning Styles appeared as minor types. Furthermore, females preferred auditory Style="font-Style:inherit;color:rgb(255,0,120);">Learning more than males did. Also, age appears to make a significant difference in Preference of tactile Style="font-Style:inherit;color:rgb(255,0,120);">Learning Style. However, graduate students differed significantly in tactile and visual Style="font-Style:inherit;color:rgb(255,0,120);">Learning Styles from undergraduate students, possibly due to the low number of graduate participants. Yet, participants differed across disciplines of English literature, translation, and TEFL in only tactile Style="font-Style:inherit;color:rgb(255,0,120);">Learning Style. Post-hoc comparisons indicated higher Preference of tactile Style for TEFL students. Other investigated variables showed no significant difference. Thus, Iranian language teachers should be considerate and provide various teaching methods and materials selectively to respond to the diverse Style="font-Style:inherit;color:rgb(255,0,120);">Learning Styles of the learners in light of age, gender, and discipline.

Learners differ in the manner of understanding, organizing, and retaining information or experience. Therefore, this study investigates the relation-ship between Style="font-Style:inherit;color:rgb(255,0,120);">Perceptual Style="font-Style:inherit;color:rgb(255,0,120);">Learning Style Preferences and depth of vocabulary knowledge of 235 tertiary EFL learners (male = 89, female = 146) from two Iranian universities. The learners’ responses on Style="font-Style:inherit;color:rgb(255,0,120);">Perceptual Style="font-Style:inherit;color:rgb(255,0,120);">Learning Style Preference Questionnaire (Reid, 1984) showed that kinesthetic, auditory, visual, and tactile modalities were found to be the major categories while individual and group Styles appeared to be minor. Furthermore, the data from the Word Associates Test (WAT, Read, 2000) revealed that the participants’ mean scores on tactile Style significantly correlated with WAT and its constituent parts (synonym and collocation). Despite the negative tendency towards group activities, the high-group learners had more major Preferences than the low-group learners. Moreover, the mean scores of males’ auditory Style was under the cut-off point for a major Style="font-Style:inherit;color:rgb(255,0,120);">Learning Style and lower than that of females. However, males outscored females on WAT, synonym, and collocation. Yet, tactile modality significantly correlated with WAT, synonym, and collocation for females. Group Style="font-Style:inherit;color:rgb(255,0,120);">Learning was the least preferred Style by the participants. Thus, in teaching vocabulary, especially depth dimension, different teaching techniques and materials should be provided selectively to attend to the learners’ diverse Style="font-Style:inherit;color:rgb(255,0,120);">Learning Styles.

Depending on language background, culture, age range and gender, language learners adopt different Style="font-Style:inherit;color:rgb(255,0,120);">Learning Styles. Although Style="font-Style:inherit;color:rgb(255,0,120);">Learning Styles is one of the well-studied topics in the field of foreign language Style="font-Style:inherit;color:rgb(255,0,120);">Learning, to our knowledge, no study has explored this topic in the context of learners of Persian as a foreign language. This study aimed to investigate the Style="font-Style:inherit;color:rgb(255,0,120);">Perceptual Style="font-Style:inherit;color:rgb(255,0,120);">Learning Style Preferences of 97 learners of Persian who had acquired Persian in 40 different countries. In this cross-sectional survey study, Reid’s (1997) Style="font-Style:inherit;color:rgb(255,0,120);">Perceptual Style="font-Style:inherit;color:rgb(255,0,120);">Learning Style Preferences Questionnaire was used for data collection. A variety of statistical tests were used to answer the research questions which related to the Style="font-Style:inherit;color:rgb(255,0,120);">Learning Style profiles of learners of Persian as a foreign language and the Style="font-Style:inherit;color:rgb(255,0,120);">Learning Style differences in terms of level of education, geographic location, gender and age. Results of independent samples t-test and Mann-Whitney test did not show a statistically significant difference between the average scores and Style="font-Style:inherit;color:rgb(255,0,120);">Learning Style Preferences of men and women. Kruksal-Wallis test did not indicate a significant difference between the scores and Style="font-Style:inherit;color:rgb(255,0,120);">Learning Style Preferences of different age ranges. As for geographic region, there was a statistically significant difference between Asians and Europeans only in terms of group and haptic Style scores. The average scores and individual Style Preferences differed significantly among subjects who were at different levels of education (bachelor’s, master’s and PhD).

The purpose of this study has been concretized in terms of impact of mobile advertising on the purchase decision of the consumer and aimed to answer to research questions: which is the underlying structure of criteria in mobile advertising? And which criteria are important for consumers in evaluating mobile advertising? A sample of consumers in Taiwan was surveyed and using fuzzy judgment to determine the vague perception of consumers. In addition, the proposed fuzzy linguistic Preference relation (FLPR) is used to express the subjective Preferences of consumers with respect to the considered criteria of mobile advertising, and also use the criterion gauges to evaluate the implementation of mobile advertising strategies. Finally, an empirical study is illustrated to demonstrate that the proposed method is more suitable than the traditional method, especially when the consumer judgments are likely be inconsistent in pair-wise comparison. The presented fuzzy linguistic Preference relation method is an easy and practical way to provide a mechanism for improving consistency in Style="font-Style:inherit;color:rgb(255,0,120);">Perceptual measure of mobile advertising.

The purpose of the present research is to investigate the Style="font-Style:inherit;color:rgb(255,0,120);">Perceptual Style="font-Style:inherit;color:rgb(255,0,120);">Learning Style Preferences of 131 learners who studied Persian as a second language (from 17 nationalities) in Iran and 97 learners of Persian as a foreign Language in 28 other countries, taking into account predominant Style="font-Style:inherit;color:rgb(255,0,120);">Perceptual Style="font-Style:inherit;color:rgb(255,0,120);">Learning Style Preferences and demographic variables including age, gender, etc. for the first time. The Style="font-Style:inherit;color:rgb(255,0,120);">Perceptual Style="font-Style:inherit;color:rgb(255,0,120);">Learning Style Preference Questionnaire (PLSPQ) was administered. The descriptive statistics of the Style="font-Style:inherit;color:rgb(255,0,120);">Learning Styles Preferences showed that tactile, kinesthetic and auditory are respectively the first three Style="font-Style:inherit;color:rgb(255,0,120);">Learning Style Preferences among the learners of Persian as a second language, while the other learners of Persian as a foreign language preferred kinesthetic, tactile and auditory Style="font-Style:inherit;color:rgb(255,0,120);">Learning Styles. The data analysis showed that there were no significant differences between the Style scores of the two groups. Also, the findings revealed a significant difference in Preference between foreign and second language learners of Persian using group Styles. Foreign Persian language learners exhibited a high Preference for the group Style="font-Style:inherit;color:rgb(255,0,120);">Learning Style. In addition, the correlation was significant between geographic region (to be or not to be Asian) and different Style="font-Style:inherit;color:rgb(255,0,120);">Learning Styles.

Background: Hypertension has been a global public health crisis. Complications of hypertension can be reduced by educating patients. Consideration of the Style="font-Style:inherit;color:rgb(255,0,120);">Learning Styles of patients is important for effective education. The aim of this study was to determine effects of self-care training based on visual, aural, reading/writing, and kinesthetic (VARK) Style="font-Style:inherit;color:rgb(255,0,120);">Learning Style Preference on blood pressure of hypertensive patients. Methods: This semi-experimental study was conducted in Bandar Abbas, South of Iran in 2019. Forty-four eligible patients who were referred to six comprehensive health centers in Bandar Abbas were selected by convenience sampling and then allocated into four visual, aural, reading/writing, and kinesthetic groups based on the results of the VARK Style="font-Style:inherit;color:rgb(255,0,120);">Learning Style questionnaire. Educational interventions were performed according to patients' Style="font-Style:inherit;color:rgb(255,0,120);">Learning Style Preference in four sessions. To evaluate effectiveness of the training, patients' blood pressure was measured before the intervention and two months after the intervention. Data were analyzed with SPSS 16 software using paired t-test, Wilcoxon test, and one-way analysis. Results: After the educational intervention, a statistically significant difference was observed in the mean systolic and diastolic blood pressures of all patients (P<0. 001). After the intervention, the mean systolic blood pressure did not change significantly in the kinesthetic group (P>0. 05) but decreased significantly in other groups (P<0. 05). In addition, the mean diastolic blood pressure decreased significantly after the intervention in all study groups (P<0. 05). Conclusion: Providing education based on the preferred Style="font-Style:inherit;color:rgb(255,0,120);">Learning Style can be an effective way to educate patients with hypertension in comprehensive health care centers across the country.