The Learning Style Inventory developed by David Kolb (1976) is designed to measure the degree to which individuals utilize one of four learning styles. Kolb provides a model of learning as a four-stage cycle-from concrete experience to reflective observation, through abstract conceptualization and active experimentation (Kolb, 1976, 1984). This study was undertaken to determine Israeli norms and the reliability and validity of a Hebrew version of the inventory, as well as the cross-cultural equivalence of the instrument. Results from 821 subjects indicated that the Hebrew version was as reliable as the original English version. The Hebrew version differentiated among students' major study areas in accordance with the theory, and demonstrated moderate internal consistency coefficients similar to the U.S. data. Construct validity was established using factor analysis and Guttman's smallest space analysis, which verified the underlying structure of the model. The study demonstrated initial cross-cultural reliability and validity of the Learning Style Inventory instrument, allowing for its utilization in further research of individual learning styles.
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