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⁾ 

In addition, the MBTI can be used to predict a person's nature to use "certain learning tools and to avoid others."⁽⁶⁸⁾ While the MBTI has been used to predict academic performance,⁽⁶⁹⁾ it cannot effectively foretell a student's actual study behavior.⁽⁷⁰⁾ Consequently, it cannot be used effectively as either an admission tool or an ultimate tool for predicting the success of particular students. 

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. 

70. FN70. Jensen, supra note 51, at 183. Many different factors influence a student's actual behavior, including personality type, parental influence, instruction, learning environment, and maturity. Id. Consequently, a "perfect correlation between personality type and learning style is not possible." Id.