Kolb’s Learning Style Inventory (LSI) continues to generate a great debate among researchers, given the contradictory evidence resulting from its psychometric properties. One primary criticism focuses on the artificiality of the results derived from its internal structure because of the ipsative nature of the forced-choice format. This study seeks to contribute to the resolution of this debate. A short version of Kolb’s LSI with a forced-choice format and an additional inventory scored on a Likert scale was completed by a sample of students of the University Católica del Norte in Antofagasta, Chile. The data obtained from the two forms of the reduced version of the LSI were compared using principal component analysis, confirmatory factor analysis, and the Thurstonian Item Response Theory model. The results support the hypothesis of the existence of four learning mode dimensions. However, they do not support the existence of the learning styles as proposed by Kolb, indicating that said reports are the product of the artificial structure generated by the ipsative forced-choice format.

考尔布（Kolb）的学习风格量表（LSI）继续引起研究人员的激烈争论，这是由于其心理计量学特性引起的矛盾证据。由于强制选择格式的固有性质，一种主要的批评集中在从其内部结构得出的结果的人为性上。这项研究旨在为解决这场辩论做出贡献。智利安托法加斯塔北卡特里卡大学学生的一份样本完成了带有强制选择格式的Kolb LSI的简短版本和以Likert量表评分的其他清单。使用主成分分析，验证性因子分析和Thurstonian项目响应理论模型比较了从两种形式的LSI简化版本获得的数据。结果支持了四个学习模式维度存在的假设。但是，他们不支持Kolb提出的学习风格的存在，这表明所述报告是由强迫选择式格式生成的人工结构的产物。