A teacher's guide to cognitive type theory and learning style.

Mamchur, C. (1996). A teacher's guide to cognitive type theory and learning style. Alexandria, VA: Association for Supervision and Curriculum Development (132 pp., ISBN-0871202786)

Mamchur's writing style, extended use of examples and applications, and layout of the book are very much geared towards classroom teachers with little or no experience with learning styles. She creates an enthusiasm for learning styles from which novice and experienced teachers can profit.

In the introduction Mamchur discusses the need for teachers to understand and use learning style strategies in their classroom. Cognitive type theory is addressed by very briefly explaining Jungian theory and how the Myers-Briggs Type Indicator, based on theories by Carl Jung. The conclusion of this introduction briefly describes the eight psychological type preferences as defined by Myers. This first chapter provides a brief but comprehensive look into the remainder of the book. It should be kept in mind that this section is only eight pages long and the theoretical bases for the Myers-Briggs Type Indicator instrument were only touched upon. The definition and application of the eight type preferences is discussed in part one of the book.

Part one of this book is comprised of nine chapters. The author dedicates a chapter to each type preference that includes a definition and description as well as practical suggestions for teachers. For example in chapter I she describes the extraverted learner. Mamchur defines extraversion as an outward focusing of energy. She continues by briefly describing how extraversion affects how one interacts, communicates, and teaches. Most importantly she lists how an extraverted person prefers to learn and how teachers should respond to these preferences. This chapter concludes with a classroom story that illustrates the impact this type of preference (extroversion-introversion) has in the interactions and academic performance of students. Again her discussion and explanations are brief but I believe Mamchur does convey her message.

In chapters 2 though 8 the author describes the remaining type preferences. Mamchur follows a similar format for each chapter. Each chapter is introduced by defining the types of learners, how it affects their behavior, interactions, communication, and teaching style. She continues by addressing type preference in the classroom, specifically how type preference translates into learning style and how the teacher responds to particular type preferences. The author then concludes each chapter with a scenario depicting the affect type preference can make in a given situation. The learning types that she examines are the introverted learner, the sensing learner, the intuitive learner, the thinking learner, the feeling learner, the judging learner, and the perceiving learner. As the chapters progress she shows how types can be combined and provides more depth in her discussions for each type.

The remainder of the book essentially advises the novice teacher how to begin to use type theory in his/her classroom. The author suggests that knowledge will be enhanced by first knowing one's own type preference. Mamchur provides a quick inventory, called the Instant Insight Inventory that can be used to estimate type preferences. Thereafter she provides a useful brief description of the 16 combination types as they apply to teaching styles. I believe this to be a valuable piece of information for any educator. It allows teachers to read their type preference description as well as their opposite type preference. She suggests some activities that illustrate how type preferences work in actual settings, in particular in teaching style differences. The author also writes how combinations of type preferences affect types of teachers and learners. For instance, educators whose type preference is sensation judgement are driven by the need to do their duty; they are stabilizers, traditionalist, consolidators, organizers, and caregivers. A sensing perceiving learner is driven by the need for freedom for its own sake. According to Mamchur, this type of learner is most resistant to institutional learning. This type of information is useful to all teachers in their presentation of information, interactions within the classroom and with colleagues. To assist teachers, the author also provides a quick type preference inventory for adolescents, complete with scoring procedures and brief descriptions of the 16 combination types as they apply to students.

This book is a great introduction to Jungian type preference. An interested reader should be aware that it targets teachers with little or no knowledge in Jungian type theory. Teachers who are interested in applying type preferences in their classrooms would greatly benefit from reading this book.

Reviewed by Aida Medina Adams, a doctoral student in Educational Psychology at Texas Tech University. Her interests are in learning styles and its applications to the classrooms.