This is a four-dimension framework developed by Anthony Gregorc. I use Gregorc's instrument in classes where we measure student learning styles. One advantage to this framework is that is dovetails with the model of perception which I use in our curriculum (specifically, the model of selection-->organization-->interpretation).
1. Abstract Random: World of reality is the abstract, non-physical world of feelings and emotions; lives in a world of feelings and imagination; this world is objective to the AR, although it is a fluid, incessantly-active world that does not accede to statistics or man-made models. The ordering ability of the AR is non-linear and multi-dimensional, such that events are not perceived as occurring in a point-by-point progression; events are experienced holistically tuning-in to them fully as a person would experience a wave on an entire sea; uses a human equation in decision-making. AR thinking processes are like a psychic sponge that can absorb ideas, information, vibrations, and impressions.
2. Abstract Sequential: World of reality for the AS is the abstract nonphysical world of thoughts and mental constructions; reality consists of words and signs with correspond to and represent concrete reality, which also contain concepts (broad mental pictures) such as justice and peace that generalize beyond single concrete objects and form a scaffolding for a wide world view. The ordering ability of the AS is sequential and can be represented in two-dimensional geometry; he/she orders in a tree-like manner starting with a common core and branching into parts derived from the base; from those bases the AS draws correlations, predicts next steps, and involves himself/herself in their scope and sequence. AS thinking processes are based on intellect and the laws of logic; judgments are based upon criteria which are acceptable to tradition, scientific convention, and/or the intellectual atmosphere of the present time or academic community.
3. Concrete Random: World of reality for the CR is the concrete, physical world; this world is used as a starting point and as a milieu in which to carry out his/her activities; uses intuition to peer into the solid, sensual world to identify its nature and significance; can relate closely to Albert Einstein`s statement that: The most incomprehensible thing about our world is that it is comprehensible. The ordering ability of the CR is in three-dimensional patterns; while agreeing that event occur in linear fashion, she/he also acknowledges that an event can be affected by outside variables. CR thinking processes emphasize intuition and instinct; after using the intuition as a starting point, the CR will see beyond objects in the concrete world to try to identify their nature and possibilities; thinking processes are quick and impulsive, discriminating and critical, and highly capable in matters that deal with the concrete world.
4. Concrete Sequential: World of reality for the CS is the concrete, physical, objective world; +what is+ is that which appears to and is detectable through her/his extraordinary physical sensory abilities of sight, sound, touch, taste, and smell; reality contains solid people, actual places and real things; receives data from the concrete world; produces data in that same world, which, to them is static, objective, and predictable. The ordering ability of the CS is highly structured, sequential, ordered, rectilinear, and one-dimensional; he/she expresses concerns about +bottom lines,+ +crossing lines,+ and +deadlines;+ events are conceived as being joined in a successive and continuous manner like links in a chain, and thus, they think by using a +train of thought+ which has a clear beginning and a clear end. CS thinking processes are instinctive, methodical, and deliberate; having finely tuned powers of the physical senses, he/she registers objects in the concrete world extraordinarily well; discriminates between and among sounds, tastes, and smells extremely effectively; many exhibit +photographic+ memory.
Other theorists and models:
Hoover`s Dimensions:
1. Field: Independent and Dependent
2. Tempo: Impulsive and Reflective
3. Categorization: Narrow and Broad
4. Tolerance: High and Low
5. Anxiety: High and Low
6. Locus of Control: External and Internal
7. Persistence: High and Low
Bramson, et al. Dimensions:
1. Synthesist: creative, speculative, non-linear.
2. Idealist: goal/value oriented, high expectations.
3. Pragmatist: positive, lively viewpoint, doing the possible, compromising.
4. Analyst: one best way/method, rigorous rationality.
5. Realist: experience/sense oriented, non-compromising.
Golay`s Dimensions:
1. Actual-Sponteneous:
2. Actual-Routine:
3. Conceptual-Specific:
4. Conceptual-Global:
Kolb`s (1984) Dimensions:
1. Concrete Active:
2. Concrete Reflective:
3. Abstract Active:
4. Abstract Reflective:
Cronbach & Snow`s dimensions:
(Structure of Method)
1. High Structure: imposed structure; more direction utilized/needed; better for low ability student.
2. Low Structure: permissive method; student can impose their own structure; better for high ability student.
Kagan`s dimensions:
Conceptual Tempo: speed and adequacy of hypothesis formation and information processing.
1. Impulsive:
2. Reflective:
Also came up with two other dimensions:
1. Relational-Contextual: +tend to use patterns of functional or thematic similarity to combine bits of information into a consistent whole.+
2. Analytical-Descriptive: +tend to find similarity in things based on external, objective attributes+ (1984, p. 76).
Gardner: "Multiple Intelligences" (a book is available by same title) includes
Witkin, et al.:
Deveoped a closely related construct, Cognitive Styles, which includes Field Dependent and Field Independent. (see below)
Garger & Guild (1984):
Field-Dependent
Perceives globally.
Experiences in a global fashion; adheres to structures as given.
Makes broad general distinctions among concepts; sees relationships.
Social orientation.
Learns material with social contest best.
Attends best to material relevant to own experience.
Requires externally defined goals and reinforcements.
Needs organization provided for them.
More affected by criticism.
Uses spectator approach for concept attainment.
Field-Independent
Perceives analytically.
Experiences in an articulated fashion; imposes structure.
Makes specific concept distinctions with little overlap.
Impersonal orientation.
Learns social material only as an intentional task.
Interested in new concepts for their own sake.
Has self-defined goals and reinforcements.
Can self-structure situations.
Less affected by criticism.
Uses hypothesis-testing approach for concept attainment.
Guilford`s (1959) dimensions:
Divergent Thinking
Fluency: generating large quantities of ideas, words, etc.
Flexibility: variety of ideas, ways of coping.
Originality: thinking of uncommon, clever, novel.
Elaboration: packing detail into the response; generates new ideas and solutions to problems that have more than one correct answer.
Convergent Thinking
Produces a well-determined answer to a routine problem.
Sensory mode model:
Kinesthetic, Auditory, Visual.
