Vernellia R. Randall , The Myers-Briggs Type Indicator, First Year Law Students and Performance , 26 Cumb. L. Rev. 63 - 101 (1995) 

The MBTI is a validated, reliable inventory that assesses a person's personality type.⁽⁵⁴⁾ The MBTI makes the theories of Carl Jung more accessible to people.⁽⁵⁵⁾ Jung believed that what seemed to be random behavior is actually predictable based on the differences in how individuals use their perception and judgment.⁽⁵⁶⁾ Questions on the MBTI are designed to classify individuals according to four basic preferences: (1) extraversion versus introversion; (2) sensing versus intuitive; (3) thinking versus feeling; and (4) judgment versus perception.⁽⁵⁷⁾ 

Extraversion (E) versus introversion (I) are two opposite preferences used to describe a person's orientation of energy⁽⁵⁸⁾ -- where a person likes to focus his or her attention.⁽⁵⁹⁾ Sensing (S) versus intuitive (N) are opposite preferences that describe the perceiving function -- the way in which people prefer to acquire information. They deal with how a person goes about finding out about the world around them.⁽⁶⁰⁾ Thinking (T) and feeling (F) are the judging function. These opposite preferences reflect the different means that individuals use to reach conclusions, make decisions, form opinions, and arrive at judgments.⁽⁶¹⁾ Judgment (J) and perception (P) describe a person's orientation to outer life -- the way a person deals with the outer world. Each of the four preference types represent a habitual choice between rival alternatives. A person's preferences affect not only what they perceive, but how they draw conclusions about what they perceive.⁽⁶²⁾ 

There are several uses of "learning styles" as determined by the MBTI. ⁽⁶³⁾For instance, the MBTI has been used to predict and develop the different teaching methods and environments best suited to each type.⁽⁶⁴⁾ The MBTI can be used to predict the preferred patterns of mental functioning, such as information processing, idea development, and judgment formation.⁽⁶⁵⁾ The MBTI can be used to foretell patterns of attitudes and interests that influence an individual's learning situation⁽⁶⁶⁾ and to predict a person's disposition to pursue certain learning circumstances and avoid others.⁽⁶⁷⁾ 

54. FN54. Marcin, supra note 17, at 105 (discussing the ancient history of type theory including astrology). 

55. FN55. See generally Don Peters, Forever Jung: Psychological Type Theory, the Myers-Briggs Type Indicator and Learning Negotiation, 42 Drake L. Rev. 1, nn.42-90 (1993); Marcin, supra note 17, at 103-105. See also Carl G. Jung, Psychological Types (1921) reprinted in 6 The Collected Works of C. G. Jung (William McGuire et al. eds. & R.C.F. Hull trans., 1971). 

56. FN56. See generally Mary H. McCaulley, Jung's Theory of Psychological Types and the Myers-Briggs Type Indicator in Advances in Personality Assessment (Paul M. Reynolds ed. 1981); Marcin, supra note 17. 

57. FN57. Isabel Briggs Myers & Mary H. McCaulley, Manual: A Guide to The Development and Use of the Myers-Briggs Type Indicator 1 (1985). 

58. FN58. Isabel Briggs Myers, Introduction to Type: A Description of the Theory & Application of the Myers-Briggs Type Indicator 5 (Allen L. Hammer ed., 4th ed. 1987). 

59. FN59. Marie-Louise Von Franz & James Hillman, Lectures on Jung's Typology 160 (1971); Daryl Sharp, Personality Types: Jung's Model of Typology (1987). 

60. FN60. Myers & McCaulley, supra note 57, at 5. 

61. FN61. Id. at 6. 

62. FN62. Myers & McCaulley, supra note 57, at 2. 

63. FN63. See generally Jensen, supra note 51, at 182; Lawrence, supra note 50, at 15; Gordon D. Lawrence, People Types and Tiger Stripes: A Practical Guide to Learning Styles (1982); Mary H. McCaulley & Frank L. Natter, Psychological (Myers-Briggs) Type Differences in Education (1974). 

64. FN64. Jensen, supra note 51, at 181-83. 

65. FN65. Id. at 182. 

66. FN66. Id. 

67. FN67. Id. at 183 

68. FN68. Id. 

69. FN69. See generally Leiden, supra note 18, at 395-401; Janice A. Nisbet et al., Predictors of Academic Success with High Risk College Students, 23 J.C. Student Personnel 227-35 (1982); John G. Bruhn, et al., Predictors of Academic Performance Among Physician Assistants, 8 The P.A. Journal 181-87 (1978). In fact, the MBTI has been widely used in examining teaching, learning and academic aptitudes. Lawrence, supra note 50, at 2.