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Table 4. Learning preferences associated with dimensions of MBTI type



  • talking, discussion

  • psychomotor activity

  • working with a group

  • reading/verbal reasoning

  • time for internal processing

  • working individually



  • tasks that call for carefulness, thoroughness and soundness of understanding

  • going step-by-step in guided activity

  • tasks that call for observing specifics

  • tasks that call for memory facts

  • demonstrations and labs

  • practical interests

  • tasks that call for quickness of insight and in seeing relationships

  • finding own way in new material

  • tasks that call for grasping general concepts

  • tasks that call for imagination

  • reading

  • intellectual interests (independent of intelligence)



  • logical organization of teacher

  • objective material to study

  • personal rapport with teacher

  • learning through personal relationships



  • work in steady, orderly way

  • formalized instruction

  • prescribed tasks

  • drive toward closure, completion

  • work in flexible way, following impulses

  • informal problem solving

  • discovery tasks

  • managing emerging problems

Adapted from: Lawrence, G. (1984). A synthesis of learning style research involving the MBTI. Journal of psychological type, 8, 2-15.