5.1 LEARNING STYLES
5.1.1 MENTAL ORIENTATION (How you think)
| Characteristic | % | Level |
| Perceptual/Sensory: sight/sound/taste/smell/feel | 81 | 1 |
| Scientific: methodical exploration and discovery | 71 | 1 |
| Philosophical: conceptual, strategic; deal w/ideas | 71 | 1 |
| Symbolic/dramatic: visualize/project roles, images | 70 | 1 |
| Intuitive/Impulsive: subconscious awareness/action | 69 | 2 |
| Computational: systematic use of tangible numbers | 57 | 2 |
| Mechanical/Functional: natural mechanical expertise | 55 | 3 |
| Clerical/Logical: work with known routine and detail | 51 | 3 |
| Pragmatic/Factual: work with known facts, problems | 29 | 5 |
5.1.2 PERCEPTUAL ORIENTATION (How you retain information)
| Characteristic | % | Level |
| Triggered imagination; innovative use of options | 83 | 1 |
| General concept retention: primary ideas; essence | 71 | 1 |
| Triggered fantasy; thinking apart from facts/reality | 66 | 2 |
| Triggered logic: analytical exploration, procedure | 55 | 3 |
| Triggered computation; numerical and statistical | 55 | 3 |
| Blockage of data; not perceptive of fact, detail | 51 | 3 |
| Rote retention: verbatim perception and recall regarding fact | 50 | 3 |
| Dogmatic blockage; set opinions resisting change | 42 | 4 |
| Resistance to change; attachment to the familiar | 37 | 4 |
| Blockage under stress by anxiety, intimidation, etc. | 30 | 4 |
5.1.3 PERCEPTION REGARDING INPUT “MEDIA” (How you prefer to receive information)
| Characteristic | % | Level |
| Auditory: technical, specialized fact and data | 81 | 1 |
| Written essay: informal “literary” explanations | 77 | 1 |
| Auditory: general ideas, concepts; explanations | 72 | 1 |
| Visual: charts, graphs, blueprints, diagrams | 67 | 2 |
| Visual: pictures, illustrations, artistic forms | 63 | 2 |
| Written, Technical: specialized content, language | 62 | 2 |
| Published Data: nomenclature, numbers, detail | 59 | 2 |
5.1.4 COPING WITH LEARNING ENVIRONMENTS
| Characteristic | % | Level |
| Absorb information from lectures (oral delivery) | 80 | 1 |
| Individual study; isolation eliminates distraction | 74 | 1 |
| Nonstructured: self-discipline, options, choices | 74 | 1 |
| Nonsocial isolation best for study and output | 72 | 1 |
| Social (small group) dialog, sharing, support | 71 | 1 |
| Dialog: learning by talking it over with others | 71 | 1 |
| Loose Structure: guidelines with individual choice | 69 | 2 |
| Social (large group) involvement, interaction | 64 | 2 |
| Formal Structure: set study conditions, times, rules | 55 | 3 |
5.1.5 COPING WITH CLASSROOM ENVIRONMENTS
| Characteristic | % | Level |
| Cope with impersonal expectations, nonpressured | 70 | 1 |
| Copes well in tolerant classroom environment | 70 | 1 |
| Benefit from friendly/distant class environment | 69 | 2 |
| Benefit from friendly/involved class environment | 64 | 2 |
| Benefit from harmonious class environment | 64 | 2 |
| Benefit from benevolent teaching and/or counseling | 63 | 2 |
| Cope with critical, pressured environment | 50 | 3 |
| Cope with authoritarian, dictatorial teaching | 45 | 3 |
5.1.6 SKILLS FOR TESTING PROCEDURES (How you most effectively test)
| Characteristic | % | Level |
| Written Essay: literary ability to present ideas | 76 | 1 |
| Written-Topical: technical presentation of topic | 74 | 1 |
| Informal Appraisal: ability with general knowledge | 71 | 1 |
| Oral/Private: ability to orally explain, discuss | 70 | 1 |
| Oral/Public: drive/ability to influence large audience | 69 | 2 |
| Multiple Choice: select best among limited choice | 68 | 2 |
| Tests Graded: rote response and accuracy for test | 62 | 2 |
| Tests Timed: concentrate, respond under pressure | 34 | 4 |