Style of Learning and Thinking (SOLAT) Test

For learners, educators, and curious adults who want to understand their preferred ways of approaching information, this Style of Learning and Thinking (SOLAT) Test offers a structured profile rather than a single label. The learning and thinking style assessment focuses on how you balance analysis, intuition, creativity, practical action, and integration when you study or solve problems. Results can highlight self-reported tendencies relevant to concentration, communication, and task choice.

What This Assessment Explores

Across these items, it examines how you take in, remember, communicate, organize, and use information. Choices contrast facts with experience, sequential with simultaneous work, practical application with imagination, and planning with flexibility.

Here, analytical and intuitive thinking styles are preferences, not fixed abilities. Results can highlight structured, visual, hands-on, interpersonal, or exploratory settings. Three dimensions are:

• Integrated (0-40): This reflects balanced use of both cerebral hemispheres, combining logic and intuition and applying each approach effectively according to the situation; “Less integrated” is 0-21 and “Integrated” is 22-40.
• Left-Hemisphere (0-40): This reflects logical and analytical problem-solving, preference for discussion and facts, and control, responsibility, predictability, and goals; “Lower” is 0-16 and “Moderate” is 17-40.
• Right-Hemisphere (0-40): This reflects intuitive and affective problem-solving, valuing ideals and humanistic goals, reflecting on broader issues, preferring autonomy and initiative, and emphasizing interpersonal relationships; “Low right-brained” is 0-16 and “High right-brained” is 17-40.

Methodology and Scientific Basis

The representative items use paired preferences about learning, memory, problem solving, and work, usually with a third option for an equal or mixed preference. This format captures direction and balance rather than correctness. As self-report, the profile depends on how well respondents recognize their usual tendencies.

The named source instrument is Style of Learning and Thinking (SOLAT), developed by E. Paul Torrance and colleagues in Forms A and B. Published preliminary norms and an abbreviated technical manual belong to those forms. The online version is conceptually consistent with SOLAT, but its displayed categories should not be assumed to reproduce those norm tables.

In the displayed results, the SOLAT questionnaire reports totals for three dimensions, yet no point value is stated for each answer; the scoring formula should not be inferred from the ranges. Gazzaniga’s work on cerebral specialization and interhemispheric communication adds needed nuance: hemispheric differences are more complex than a simple “left-brained” versus “right-brained” split. Current context, mood, self-awareness, and response style may influence results, so interpret the profile as a reflection on learning habits rather than a clinical cutoff or diagnosis.