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This article examines characteristic features of cognitive styles and the various ways in which styles differ from one another and from intellective abilities. These distinctions are integrated into a unified framework that serves to define cognitive styles in contrast not only to abilities but to other types of stylistic variables. Educational implications of cognitive styles are discussed in terms of six main rubrics: improving instructional methods, enriching teacher behavior and conceptions, enhancing student learning and thinking strategies, expanding guidance and vocational decision making, broadening educational goals and outcomes, and tuning the stylistic demands of educational environments. Reasons why cognitive styles should have educational impact are addressed as well as reasons why such educational benefits are difficult to realize.
Samuel Messick (Thu,) studied this question.