<P> Although there is no evidence that personality determines thinking styles, they may be intertwined in ways that link thinking styles to the Big Five personality traits . There is no general consensus on the number or specifications of particular learning styles, but there have been many different proposals . </P> <P> Smeck, Ribicj, and Ramanaih (1997) defined four types of learning styles: </P> <Ul> <Li> synthesis analysis </Li> <Li> methodical study </Li> <Li> fact retention </Li> <Li> elaborative processing </Li> </Ul> <P> When all four facets are implicated within the classroom, they will each likely improve academic achievement . This model asserts that students develop either agentic / shallow processing or reflective / deep processing . Deep processors are more often than not found to be more conscientious, intellectually open, and extraverted when compared to shallow processors . Deep processing is associated with appropriate study methods (methodical study) and a stronger ability to analyze information (synthesis analysis), whereas shallow processors prefer structured fact retention learning styles and are better suited for elaborative processing . The main functions of these four specific learning styles are as follows: </P>

Researchers have identified brain areas associated with various big five traits