The 4MAT system identifies four major learning styles - Concrete-Random, Abstract-Sequential, Concrete-Sequential, and Abstract-Random. Each style has different strengths and asks different questions during learning. The 4MAT system also outlines eight instructional events that are designed to engage each learning style at different stages of a lesson. These events include connecting experiences, examining reflections, developing concepts, practicing skills, and applying learning to new complex experiences.

1. Individual Differences:
The 4MAT System
Citation: Huitt, W. (2009). Individual differences: The 4MAT system. Educational Psychology Interactive.
Valdosta, GA: Valdosta State University. Retrieved [date], from
http://www.edpsycinteractive.org/topics/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 John Dewey, Carl Jung, and David Kolb (Germain,
2002). The Index of Learning Styles Questionnaire developed by Solomon and Felder (Felder,
1993) provides data relevant to Kolb's learning theory. The Myers-Briggs Type Indicator
(MBTI) and the Kiersey Temperament Sorter II define an associated theory for Jung's theory
of personality style and temperaments. About Learning has developed a Learning Type
Measure that directly addresses the four types of learners.
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

2. 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)
Create an experience
1
(CONNECT)
Analyze/reflect about the experience
2
(EXAMINE)
WHAT?
(Reflection and Concept Development)
Integrate reflective analysis into concepts
3
(IMAGE)
Develop concepts/skills
4
(DEFINE)
HOW?
(Usefulness & Skill Development)
Practice defined "givens"
5
(BY)
Practice and add something of oneself
6
(EXTEND)
IF?
(Adaptations)

3. Analyze application for relevance
7
(REFINE)
Do it and apply to more complex experience
8
(INTEGRATE)
Huitt (2000) provides suggestions as to how the 4MAT system can be used to develop online
instruction.
Note: The 4MAT name and material are copyrighted as of 2009 by About Learning, Inc. All
rights reserved. No additional reproduction or production allowed without the expressed
written consent of the publisher, About Learning, Inc. About Learning,
Inc.www.aboutlearning.com (800) 822-4MAT
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 2009, from
http://www4.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
2009, from http://www4.ncsu.edu/unity/lockers/users/f/felder/public/Papers/LS-
Prism.htm
Huitt, W. (2000, April 15). Using the 4MAT system to design web-based instruction.
Paper delivered at the 8th Annual Conference: Applied Psychology in Education,
Mental Health, and Business, Valdosta, GA. Available online at
http://www.edpsycinteractive.org/files/4matonweb.html
St. Germain, C . (2002). Historical perspective: Major theories modeled in the 4MAT
system for teaching learning and leadership. Wauconda, IL: About Learning.
Retrieved October 2009, from
http://www.4mat.eu/media/17164/rg1.historical%20&%20theoretical%20perspective.
pdf
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