Cognitive Styles and Related Determinants: A Reference for Bilingual Education Teachers

Abstract

Recent literature on cognitive styles has spurred an interest among educators who are searching for ways to classify students in terms of specific learning domains.

The purpose of this paper is to present four underlying features relative to cognitive learning styles. It outlines several positions expressed by contemporary authors and researchers on cognitive learning styles, provides a brief description of twelve cognitive learning styles as viewed by contemporary writers on the subject, and describes several recent research studies on the topic. Several criterion statements are suggested for readers to consider in reviewing research studies on cognitive learning styles. Several statements are made pertaining to cognitive learning styles and teaching that may be of interest to practicing teachers, especially those working with children from diverse cultural and language backgrounds. Finally, some directions for future research are suggested.