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Abstract This paper reviews the origins of the construct of cognitive style, its fundamental dimensions and their method of assessment. The evidence for the independence of the style dimensions from one another, from intelligence and from personality is presented. The relationship of style to observed behaviours, such as learning performance, learning preferences, subject preferences and social behaviour, is described. Physiological measures and their relationship to style are considered. The distinction between style, which is likely to be relatively fixed, and strategies which are capable of being learned and developed, is discussed. A ‘level’ model is then outlined with, at the primary level: experience, personality sources and gender. Styles operate at the next level of cognitive control. The outer output level comprises the learning strategies. Priorities for further research are outlined.
Richard Riding (Sat,) studied this question.