Abstract
Measures of formal operations and learning style predicted success in introductory statistics and computer science courses. Using a final course grade cutoffof80% or better as a criterion of success in the course, a discriminant analysis correctly classified 8 1 % of the statistics students and 72 % of the computer science students. Success was related to the presence of the ability to act as a formal operator and to the absence of a reliance on the concrete experiences learning style. These findings highlight the need to examine both cognitive maturity and learning style in studies of academic success at the college level.
