THE MATTER OF STYLE - MANIFESTATIONS OF PERSONALITY IN COGNITION, LEARNING, AND TEACHING

The historical roots of cognitive styles are traced in differential ps ychology, psychoanalytic ego psychology, Gestalt, and cognitive-develo pmental psychology to illuminate the varied theoretical issues that en ergize (and fragment) style research. Optimal measurement of cognitive styles as information-processing regularities and as intraindividual contrasts of abilities or other attributes is discussed in terms of bo th typical performance and contrasted performance on measures of oppos ing ends of bipolar style dimensions, with special emphasis on the con trasted measurement of field independence versus field dependence. The role of styles as both performance variables and competence variables in learning and teaching is examined, as are various critiques of sty le research that appear to be excessively polarized in either supporti ng or undercutting styles as meaningful constructs. This polarization appears to reflect different stances not just with respect to scientif ic evidence but also with respect to ideology. Concluding remarks broa ch the issue of how styles are organized, not just within an informati on-processing framework but within the structure of personality.