Anthony F. Gregorc is an American who has taught educational administration. He is best known for his disputed theory of a Mind Styles Model and its associated Style Delineator. The model tries to match education to particular learning styles, as identified by Gregorc. Career Gregorc obtained a B.S. degree from Miami University and an M.S. degree and a Ph.D. degree from Kent State University. He has taught mathematics and biology and has been principal of a laboratory school for gifted youth. He was an associate professor of education administration at the University of Illinois at Urbana-Champaign and associate professor of curriculum and instruction at the University of Connecticut. He is president of Gregorc Associates, Inc., in Columbia, Connecticut. Mind Styles Model and Gregorc Style Delineator The Gregorc Style Delineator is a self-scoring written instrument that elicits responses to a set of 40 specific words. Scoring the responses will give values for a model with two axes: a "perceptual space duality," concrete vs. abstract, and an "ordering duality," sequential vs. random The resulting quadrants are the "styles": Concrete Sequential Concrete Random Abstract Sequential Abstract Random Descriptions of the characteristics of these styles can be found in the materials available from Gregorc Associates. A similarly structured (two-axis, four-style) learning style model with rather different axes and interpretation can be seen in the Kolb LSI. Supporting evidence The design, conduct, and results of Gregorc's original testing of the validity of his instrument and model are presented in his Development, Technical, and Administration Manual, self-published and sold by Gregorc Associates. Some peer review has since appeared in conventional channels: With the exception of Joniak and Isakson (1988) and O'Brien (1990), the only other psychometric analysis of the GSD has been limited to Gregorc's (1979) initial assessments made during the instrument's early development in which Gregorc interviewed several hundred participants. He compared the agreement of GSD scores with an untested self-assessment scale to establish the instrument's face validity for each individual (i.e., the instrument's results versus an individual's subjective agreement that their learning style profile tends to fit them). The correlations of the instrument's general results and the subjectively rated agreement attributes were reported to be between .55 and .76. This problematic method was adopted again in a subsequent comparative analysis by the author (Gregorc, 1982c) and also yielded what Gregorc considered positive results--29% strongly agreeing, 57% agreeing, 14% unsure, and none disagreeing. Review of