Aiming to explain why aptitude tests, school grades, and classroom performance often fail to identify real ability, Robert J. Sternberg listed various cognitive dimensions in his book Thinking Styles (1997). Several other models are also often used when researching learning styles. This includes the Myers Briggs Type Indicator (MBTI), Howard Gardner's Multiple Intelligence Model and the DISC assessment.
In contrast to the VARK method of assessing learning, Jackson’s Learning Styles Profiler (LSP) argues for a biological and cognitive basis to learning. This 'neuropsychological theory' does not set out to measure learning preferences. Instead Jackson sets out to differentiate between functional and dysfunctional learners. Functional learners are curious about the world and have the cognitive skills to become successful whereas dysfunctional learners lack these skills. This is a new model of self-development learning with much validation evidence set out in the manual.