The relationship between learning style and cognitive style

Abstract

One of the principal debates in the field of individual differences in ‘learning style’ (often used to include cognitive style) has centred around the proliferation of constructs and measures, many of which have been developed with little regard for extant theories and instruments. This study explored the construct validity of learning style as operationalised in the Learning Styles Inventory (LSI) and its relationship with cognitive style as measured using the Cognitive Styles Analysis (CSA). In addition the relationship between styles and learning preferences was examined. Correlational and principal components analyses suggested that: the Learning Style Inventory assesses two dimensions as theorised by Kolb (comprehension and transformation); learning style and cognitive style are independent and the relationship between style and preference is mediated by gender.