The historical development of learning style inventories is examined from the dichotomous concepts of cognitive styles to multidimensional assessment. Based on a series of experiments on vertical perception, H. A. Witkin formed the concepts of field-dependent and field-independent cognitive styles. Using the term "learning styles" instead of cognitive styles, D. A. Kolb developed a more applicable theoretical model of a four-stage learning process. Although Kolb's model successfully provided group characteristics in learning styles based on students' subject majors, his inventory remained as an overall indication of learning styles. To provide more specific data, A. A. Canfield designed multidimensional inventories to assess both students' learning styles and teachers' instructional styles. Since Canfield's model included various aspects of human learning, his inventory provided further individualized information that can be used for instructional counseling. Some variations influencing learning styles are still excluded from the inventory, such as individual abilities, motivation, and cultural and linguistic backgrounds. A list of 35 references is included. (SLD)