Intuition-analysis style and approaches to studying

Rayner & Riding (1997) identified two complementary approaches to the study of individual differences in learning; process-based models include the no tion of 'approaches to studying', whilst cognition-centred model encompass 'cognitive styles'. A number of authors have posited theoretical relationsh ips between these two aspects of learning (for example: Curry, 1983; Riding , 1997). The present study sought to provide empirical elaboration for Curr y's 'onion' model and Riding's 'cognitive control' model. It employed a que stionnaire survey type approach and used the Cognitive Style Index (CSI) wh ich is a measure of intuition-analysis style (Allinson & Hayes, 1996) and a short form of the Approaches to Studying Inventory (ASI) advocated by Gibb s et al. (1988) augmented by a collaborative scale suggested by the author. The hypothesised factor structure of Gibbs' short form of the ASI was not confirmed, however, the collaborative scale appeared reasonably robust and may warrant further development. A number of relationships were observed: f emales perceived themselves as being more analytical than males; analysts a dopted a deeper approach than intuitives; intuitives had a stronger prefere nce for collaborative approaches than analysts; and females were more achie vement-oriented than males. The results are discussed with respect to the t heoretical frameworks of Curry and of Riding and the practical implications for student learning in higher education.