are similar to convergers in a way because they are more interested in theories than in people.
Gholizadeh and Ahqar  stated that the students with the diverger learning styles had significantly higher selfefficacy ratio than the students' with the converger, assimilator
, and accommodator learning styles.
Kenneth Cushner, "Assessing the Impact of a Culture-general Assimilator
," International Journal of Intercultural Relations, 13, 125-146, 1989.
learns best by reasoning, through placing information into concise and logical form, using a combination of abstract conceptualization and reflective observation.
P2: Students with Assimilator
and Convergor learning styles perceive online resources as more useful to their learning than students with Divergor and Accomodator learning styles.
Bhawuk, "The Role of Culture Theory in Cross-Cultural Training: A Multimethod Study of Culture-Specific, Culture-General, and Culture Theory-Based Assimilators
," Journal of Cross-Cultural Psychology, 29 (September 1998), 630-55.
Bold, brash, yet intensely curious about the world around him, he was, as DeWitt puts it, 'a consumer and assimilator
Kline (1992) "Individual and Combined Effect of Behavior Modeling and the Cultural Assimilator
in Cross-Cultural Management Training," Journal of Applied Psychology, 77(6), 952-963.
Other approaches to assessing intercultural language learning and communication include attitudinal tests (Cadd, 1994; Seelye, 1994), culture assimilator
tests (Brislin, Cushner, Cherrie, & Yong, 1986), and cultural awareness tests.
The culture assimilator
consists of short (usually written) descriptions of an incident or situation where interaction takes place between at least one person from the target culture and persons from other cultures.
One of the most known and utilized intercultural training tools is called a "cultural assimilator
This is most likely due to large and great rivers being an assimilator
of upstream conditions.
The graduation rates of those with diverger, converger, and assimilator
styles were all about 80%.
You may find that Kolb's thinking/feeling dimension (Lawson and Johnson) rings truer in your experience than his categories of assimilator
and converger (Terrell).
These categories are similar to Kolb's combination of the learning style dimensions of concrete experience, reflective observation, abstract conceptualization, and active experimentation into four respective quadrants: converger, assimilator
, accommodator, and diverger.