In; the past 3 years there has been a resurgence of interest in learning styles as applied to education generally and to professions education in particular. For all this activity there are difficulties preventing significant progress. Chief among these is the bewildering confusion of definitions surrounding learning style conceptualization, and the concomitant wide variation in the scale of behavior claimed to be predicted by learning style conceptualizations. This presentation outlines a technical reorganization of learning style constructs and proposes an empirically testable structure encompassing style concepts that have established psychometric standards. (Author)