在对话理论的发展(帕斯克,1972,1976,1972 b),帕斯克研究了个体间的对话模式识别各种类型的学习和思考。一个关键方法根据对话理论是“teachback”的方法,让学生教同行。不同的模式设计、规划和组织的思想以及选择和代表信息进行调查,导致识别的三种类型的学习者(帕斯克,1976 b)。Serialist学生使用学习策略。他们倾向于集中更多的局限于细节和程序之前即可形成一个整体。他们通常自下而上的工作,循序渐进的学习在一个线性序列,专注于定义良好和顺序的信息块。据帕斯克,串行学习者倾向于忽视相关主题之间的联系,它可以被视为他们的学习赤字。相比之下,holists使用一个全面的学习策略。他们倾向于集中精力构建广泛的描述和使用自顶向下的方法。他们关注的几个方面主题同时使用复杂关系的链接.
During the development of the conversation theory (Pask, 1972, 1976a, 1976b), Pask studied patterns of conversations between individuals to identify various styles of learning and thinking. A critical method according to the conversation theory is the “teachback” approach, where students teach their peers. Different patterns for designing, planning, and organizing of thought as well as for selecting and representing information were investigated, resulting in the identification of three types of learners (Pask, 1976b). Serialist students use a serial learning strategy. They tend to concentrate more narrowly on details and procedures before conceptualising an overall picture. They typically work from the bottom up, learn step-by-step in a linear sequence and concentrate on well defined and sequentially ordered chunks of information. According to Pask, serial learners tend to ignore relevant connections between topics, which can be seen as their learning deficit. In contrast, holists use a holistic learning strategy. They tend to concentrate on building broad descriptions and use a top-down approach. They focus on several aspects of the subject at the same time and use complex links to relate