ABSTRACT
The knowledge that the human species is vested with the potential for several distinct types of brain organization leads us to investigate neurological substrates in the development of cognitive organization (Levy, 1977). In addition, those differences should direct our attention toward more effectively planning and executing instructional strategies. The necessity to conform to one expected mode of learning ought not be one toward which we direct our energies; rather, the diversity of human learning characteristics should lead us to provide a variety of instructional modes for the most productive learning among all individuals.
