35
 chosen because "among the four MBTI scales, SN has been shown to be the

 one that behaves most like a cognitive style measure" (p. 120). Results

 indicated that the distribution of the SN scores was not bimodal, and

 intuitives ranked books first significantly more than did sensing types

 (p < .001). Hammer (1985) in another study of media preference and type

 also examined book reading behavior of an adult population. He found no

 "significant main effects or interactions involving any of the MBTI

 scales on number of fiction books read, total number of books read or

 hours of television watched per day" (p. 22). These results differed

 from those reported above by Hicks (1984). However, Hammer pointed out

 that "Hicks herself suggested that the difference between sensing and

 intuitive subjects on book reading might be reduced if subjects were

 sampled from settings with richer leisure opportunities compared to the

 isolated rural setting where her data were collected" (p. 25). These

 two studies suggest that the behavior of book reading may be related to

 type given certain conditions. More research is needed to define those

 conditions.

 A review of perceptual and cognitive motivational studies and type

theory should not end without Lawrence's (1984) review of research on

learning style and type. Lawrence explained the aspects of

psychological make up of learning styles:

 a) Cognitive style in the sense of preferred or habitual
 patterns of mental functioning: information processing,
 formation of ideas and judgments.
 b) Patterns of attitudes and interests that influence what a person
 will attend to in a potential learning situation.
 c) A disposition to seek out learning environments compatible with
 one's cognitive style, attitudes and interests, and to avoid
 environments that are not congenial.
 d) Similarly, a disposition to use certain learning tools and avoid
 others. (p. 2)