Educational Psychology Interactive: The 4MAT System

Individual Differences:
The 4MAT System

Citation: Huitt, W. (2000). Individual differences: The 4MAT system. Educational Psychology Interactive. Valdosta, GA: Valdosta State University. Retrieved [date], from http://chiron.valdosta.edu/whuitt/col/instruct/4mat.html

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Overview

According to Bernice McCarthy, developer of the 4MAT system, there are four major learning styles, each of which asks different questions and displays different strengths during the learning process.

These styles are based on the work of Gregorc & Butler (1984) and Kolb (1984). The Index of Learning Styles Questionnaire developed by Solomon and Felder (Felder, 1993) provides data relevant to this theory. The Myers-Briggs Type Indicator (MBTI) and the Kiersey Temperament Sorter II define an associated theory for personality style and temperaments.

The Concrete-Random or "Imaginative Learner" demands to know "Why" he or she should be involved in this activity. This temperament is similar to the SP (Sensing/Perceiving) temperament in the MBTI. The Abstract-Sequential learner wants to know "What" to learn and is similar to the NT (Intuitive/Thinking) temperament. The Concrete-Sequential learner wants to know "How" to apply the learning and is similar to the SJ (Sensing/Judging) temperament. The Abstract-Random learner asks "If" this is correct how can I modify it to make it work for me. This is similar to the NF (Intuitive/Feeling) temperament. In the language of the ancient Greeks, these are the Sanguine, Choleric, Melancholy, and Phlegmatic temperaments, respectively. The DISC personality system has a similar categorization.

Each learning style is associated with both left- and right-brain learners. Left-brain learners are logical, rational, sequential, serial, verbal learners. Right-brain learners are intuitive, emotional, holistic, parallel, and tactile learners.

Instructional Events

The 4MAT system is designed to provide every student with a preferred task during every lesson. Listed below are the 8 instructional events proposed by this system.

STEP	LEFT MODE	RIGHT MODE
	WHY? (Motivate and Develop Meaning)
1		Create an experience (CONNECT)
2	Analyze/reflect about the experience (EXAMINE)
	WHAT? (Reflection and Concept Development)
3		Integrate reflective analysis into concepts (IMAGE)
4	Develop concepts/skills (DEFINE)
	HOW? (Usefulness & Skill Development)
5	Practice defined "givens" (BY)
6		Practice and add something of oneself (EXTEND)
	IF? (Adaptations)
7	Analyze application for relevance (REFINE)
8		Do it and apply to more complex experience (INTEGRATE)

References:

Felder, R. (1993). Reaching the second tier: Learning and teaching styles in college science education. Journal of College Science Teaching, 23(5), 286-290. Retrieved December 2000, from http://www2.ncsu.edu/unity/lockers/users/f/felder/public/Papers/Secondtier.html.
Felder, R. (1996). Matters of style. ASEE Prism, 6(4), 18-23. Retrieved December 2000, from http://www2.ncsu.edu/unity/lockers/users/f/felder/public/Papers/LS-Prism.htm.
Gregorc, A., & Butler, K. (1984, April). Learning is a matter of style. VocEd, 27-29.
Kolb, D. (1984). Experiential learning: Experience as the source of learning and development. Englewood Cliffs, NJ, Prentice-Hall.

Additional resources:

About Learning, Inc. -- Bernice McCarthy's Homepage
Learning Styles and the 4MAT System: A Cycle of Learning from the Living Lab Curriculum

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Individual Differences: The 4MAT System

Individual Differences:
The 4MAT System