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.