Editing Learning styles (section)

===Gregorc & Butler's model===
[[Anthony Gregorc]] and Kathleen Butler organized a model describing different learning styles rooted in the way individuals acquire and process information differently.<ref>{{cite book |last1=Butler |first1=Kathleen Ann |last2=Gregorc |first2=Anthony F. |author-link2=Anthony Gregorc |date=1988 |title=It's all in your mind: a student's guide to learning style |location=Columbia, CT |publisher=Learner's Dimension |isbn=0945852010 |oclc=20848567}}</ref> This model posits that an individual's perceptual abilities are the foundation of his or her specific learning strengths, or learning styles.<ref name="Anderson">{{cite web |last=Anderson |first=Margaret |title=Mind Styles: Anthony Gregorc |url=http://web.cortland.edu/andersmd/learning/Gregorc.htm |website=cortland.edu |date=3 February 2004 |access-date=9 August 2015}}</ref>

In this model, there are two perceptual qualities: ''concrete'' and ''abstract'', and two ordering abilities: ''random'' and ''sequential''.<ref name="Anderson"/> Concrete perceptions involve registering information through the five senses, while abstract perceptions involve the understanding of ideas, qualities, and concepts which cannot be seen. In regard to the two ordering abilities, sequential ordering involves the organization of information in a linear, logical way, and random ordering involves the organization of information in chunks and in no specific order.<ref name="Anderson"/> The model posits that both of the perceptual qualities and both of the ordering abilities are present in each individual, but some qualities and ordering abilities are more dominant within certain individuals.<ref name="Anderson"/>

There are four combinations of perceptual qualities and ordering abilities based on dominance: ''concrete sequential'', ''abstract random'', ''abstract sequential'', and ''concrete random''. The model posits that individuals with different combinations learn in different ways—they have different strengths, different things make sense to them, different things are difficult for them, and they ask different questions throughout the learning process.<ref name="Anderson"/>

The [[Test validity|validity]] of Gregorc's model has been questioned by Thomas Reio and Albert Wiswell following experimental trials.<ref>{{cite journal |last1=Reio |first1=Thomas G. |last2=Wiswell |first2=Albert K. |date=June 2006 |title=An examination of the factor structure and construct validity of the Gregorc Style Delineator |journal=[[Educational and Psychological Measurement]] |volume=66 |issue=3 |pages=489–501 |doi=10.1177/0013164405282459|s2cid=146783750 }}</ref> Gregorc argues that his critics have "scientifically-limited views" and that they wrongly repudiate the "mystical elements" of "the spirit" that can only be discerned by a "subtle human instrument".<ref name="Gregorc">{{cite web |last=Gregorc |first=Anthony F. |author-link=Anthony Gregorc |title=Frequently asked questions on style |url=http://gregorc.com/faq.html |archive-url=https://web.archive.org/web/20150504072936/http://gregorc.com/faq.html |website=gregorc.com |date=29 January 2015 |archive-date=4 May 2015 |access-date=9 August 2015}}</ref>