No abstract

The stability of learning style preferences, as measured by the Myers-Briggs Type Indicator (MBTI) and Learning Style Inventory (LSI), was examined using a configural frequency analysis of differences. Thirteen cohorts (222 graduate students) completed the instruments 3 times during their programs. Implications for use of learning style measures are discussed.

Ways to use films, television programs, popular music, and popular books to teach counseling skills are described.

No abstract

A test-retest study of the Myers-Briggs Type Indicator over 20 months yielded findings similar to those in previous studies of the instrument. However, an additional examination of type dynamics using loglinear analyses indicated that dominant thinking and dominant sensing did not retest as well as did dominant intuition and feeling for this group of 99 master's students. Although the psychometric properties of the instrument could have been a factor, environmental presses appeared to have been the primary influence on these results.