Description of the Questionnaire

The Gregorc Style Delineator (GSD) is a self-assessment tool designed to identify an individual’s dominant cognitive style. It is based on the theory of Dr. Anthony F. Gregorc, who proposed that people perceive and organize information using two key dimensions: Perception, which is classified as Concrete or Abstract, and Ordering, which is classified as Sequential or Random. The combination of these dimensions results in four cognitive styles: Concrete Sequential (CS), Abstract Sequential (AS), Abstract Random (AR), and Concrete Random (CR). The questionnaire includes 40 statements organized into groups of four. The respondent is asked to select the statement in each group that best represents them.

Purpose

The purpose of the questionnaire is to help individuals understand their preferred cognitive style, enhance self-awareness, improve learning and teaching approaches, and be used for personal development, counseling, and instructional planning.

Analysis and Use of Data

The analysis process is based on matching each selected statement with one of the four cognitive styles. Upon completion of the questionnaire, the total number of selections for each style is calculated. The highest score indicates the individual’s dominant cognitive style. Results can be presented in charts or pie graphs for better visualization. The tool can be used in educational settings to tailor instruction to various learning preferences, in career counseling to identify personal strengths and working methods, and in psychological assessments to understand preferences and behavior.

Scoring

Scoring is based on selecting one statement per group of four. There are 40 questions in total, which means 10 selections per style. The maximum score for each style is 10. The results are converted into percentages and ranked in order of preference.

Bibliography

Gregorc, A. F. (1982). An Adult’s Guide to Style. Columbia, CT: Gregorc Associates, Inc.
Gregorc, A. F. (1985). Inside Styles: Beyond the Basics. Columbia, CT: Gregorc Associates, Inc.
Montgomery, S. M., & Groat, L. N. (1998). Student learning styles and their implications for teaching. CRLT Occasional Paper, No. 10.
Coffield, F., Moseley, D., Hall, E., & Ecclestone, K. (2004). Learning styles and pedagogy in post-16 learning: A systematic and critical review. Learning and Skills Research Centre.