From: Judith C. Reiff (1992) Learning Styles: What Research Says to the Teacher Series, National Education Association of the United States, Washington D.C., 40 pp.

I. Cognitive Learning Styles - the way a person perceives, remembers, thinks, and solves problems

A. Brain dominance (p. 10-11) - brain hemisphere differences
 
1. analytical - "left-brained", verbal, sequential, and analytical abilities
2. global - "right-brained", global, holistic, musical, artistic, and visual-spatial
3. integrated - uses both hemispheres of brain
 
B. Conceptual tempo (p. 11-13) - rapid or cautious approach to problem situations
 
1. impulsive - quick to respond, risk takers, easily bored, curious, easily frustrated, distractible, less able to concentrate
2. reflective - do not want to be wrong, able to concentrate and analyze, prefer working on solitary tasks, emotionally controlled
 
C. Mindstyles (p. 16-17) - thinking and organizational styles
 
1. concrete sequential - derive information through direct, hands-on experience or "seeing is believing"; appreciate order and logical sequence; prefer touchable and concrete materials and a quiet atmosphere; ordered and step-by-step presentations, workbooks, computer-assisted instruction, and assembly kits are appropriate teaching strategies; assessment techniques could include time lines, dioramas, or graphs

2. concrete random - characterized by divergent experimental attitudes or seeing what "makes things tick"; thought to have unconventional thinking because they use trial-and-error and a risk-taking approach while exploring unstructured problem-solving situations; need guidance but not domination; like games and simulations, independent study projects, brainstorming, and optional reading assignments; assessment might involve constructing an invention or creating an experiment

3. abstract sequential - characterized by excellent decoding abilities with written, verbal, and imagery symbols; possess and like to use reading, listening, and visual skills; like sequential and logical presentations such as slides and lectures; appreciate extensive reading assignments, lectures, and analytical "thinking sessions"; excel in organizing and analyzing research and debating ideas

4. abstract random - emotional and imaginative; learn holistically and prefer unstructured learning experiences such as group discussions and webbing; would enjoy peer teaching; like a busy environment; prefer freedom from rules and guidelines; organizes material through reflection; assessment products include journals, illustrations, and interpretations
 

D. Modalities (p. 17-20) - sensory channels through which learning takes place
 
1. visual - learn by seeing (25-30% of classroom population)
2. auditory - learn by hearing (25-30%)
3. tactile - learn by feeling and touching (tactile/kinestetic are 15%)
4. kinesthetic - learn by incorporating movement
5. integrated - learn using multiple modalities (25-30%)
 
E. Multiple intelligences (p. 20-22) - different ways to create products or solve problems
 
1. bodily kinesthetic intelligence - body is used in skilled ways; exaggerated movements used to symbolize a thought, event, or idea; role-playing, simulations, or pantomime are useful exercises

2. linguistic intelligence - communicators, poets, and journalists of the classroom; develop language early and think in words; knowledgeable of word meaning or semantics; sensitive to word structure systems and sounds; learn best by verbalizing, hearing, and seeing words; writing poetry, choral reading, and discussions are useful exercises

3. logical mathematical intelligence - logical reasoning and mathematical ability; loves puzzles, experiments, and discovering logical patterns

4. musical intelligence - sensitive and responsive to pitch, melody, and rhythm; writing songs, rhyming, singing, and chanting are useful exercises

5. spatial intelligence - visually oriented; think in pictures and images; can imagine scenes without being there or without the help of visual stimuli; reading maps, drawing graphs, doing puzzles and mazes are useful exercises

6. interpersonal intelligence - have many friends and are "social butterflies"; sensitive and caring about others; can be "street smart"; learn best in a social context such as cooperative learning, simulations, role play, peer discussions

7. intrapersonal intelligence - access to one's own feelings of life; self-reliant, self-confident, and reflective; need time to daydream and space to be alone; have dominant personalities; respond to their intuition; journal writing and independent projects are useful exercises
 

F. Psychological differentiation (p. 13-15) - how people learn when faced with complex material or situations
 
1. field dependence - global, less flexible in problem-solving approaches, favor humanities and social sciences, need strategies to help organize and comprehend material, have problems with crowded and busy worksheets, benefit from cooperative learning

2. field independence - analytical, flexible in problem-solving approaches, task-oriented, focus on the relevant aspects of a task, favor math and science, internally motivated, more cognitive flexibility, like independent projects
 

A. Conceptual level (p. 23-24) - how individuals impose structure on the environment
 
1. high - multidimensional perspective, flexible, independent, tolerant, need less structure and more independent projects and problem solving

2. low - narrow perspective, biased, rigid, evaluative, not able to look at alternative solutions to problems, not very independent or adaptive, need more structure and direction
 

B. Psychological types (p. 24-25) - perceiving and decision-making tendencies
 
1. thinker - logical, objective, more interested in ideas, businesslike, value honesty over tact
2. feeler - subjective, more interested in ideas, influenced by emotions, value harmony
3. sensor - realistic, present-oriented, factual, like to memorize, sequential, patient with details
4. intuitor - imaginative, like new events, inventors of ideas, like problem solving, global, impatient with routines
 

A. environmental - sound, light, temperature, design
B. emotional - motivation, persistence, responsibility, structure
C. sociological - self, pair, peers, team, adult, varied
D. physical - perceptual, intake, time, mobility