did a test today. i am "analytic bimodal" 89. something. whats that mean?

Question

something to do with international rail learning

Answer 1

If I understand this report (and I'm not sure I do completely) , it basically it means that you can see ideas in their parts more than as a whole and that you work better with visual than with verbal information. You probably learn best in a mixed learning environment, not just reading books and not just watching videos (for example). If you're interested, download the PDF file from the URL below. I'd also advise talking to your school counselor or test administrator to see if I have understood what I read, and to ask any other questions you have.


There are nine types of cognitive style:
Analytic-Verbaliser (AV)
Analytic-bimodal (AB)
Analytic- Imager (AI) *
Intermediate- Verbaliser (IV)
Intermediate - bimodal (IB) *
Intermediate - Imager (II)
Wholist- Verbalier ( BV)*
Wholist- bimodal (WB)
Wholist- Imager (WI)
[styles marked * have more powerful analysis ability and whole view.]
[imagine these nine in 3 rows of 3.
top row: AV, AB, AI
middle: IV, IB, II
bottom: BY, WB, WI ]

analytics are able to apprehend ideas or concepts in parts, but have difficulty in integrating such ideas into complete wholes.
Verbalisers are superior at working with verbal information, whereas imagers are better at working with visual and spatial information.

cognitive style: Analytic- Both (AB)
learning model: Branched model
media type: Teaching video & PPT & text

Branched module is similar to linear module with three major exceptions. First, it shows a knowledge map with
configuration of the knowledge points to learner except the knowledge tree, assessments are more sophisticated in
order to diagnose a learner’s progress and understanding of concepts and topics. This will help analytic to get whole view of the content and will enhance the understanding of it. If a learner shows a propensity for topics in a unit it is possible to skip ahead, or branch forward. Similarly, if a learner has difficulty with the assessment, process will require that the learner branch backward, or to remedial
instruction before moving forward in the lesson. The second distinguishing characteristic of branched designed
instruction is the use of alternative instructional events or learning experiences. In other words, learners may interact with different instructional content depending on the results of assessments. Just as a human tutor might decide that a learner needs more practice with practical skill of using teaching platform, a branched design lesson might require a learner to see a video about using teaching platform and practice lesson on long division. Branched design instruction is difficult and time consuming to effectively produce but it is very useful to the analytic learner.