One of the principal debates in the field of individual differences in 'lea
rning style' (often used to include cognitive style) has centred around the
proliferation of constructs and measures. many of which have been develope
d with little regard for extant theories and instruments. This study explor
ed the construct validity of learning style as operationalised in the Learn
ing Styles Inventory (LSI) and its relationship with cognitive style as mea
sured using the Cognitive Styles Analysis (CSA). In addition the relationsh
ip between styles and learning preferences was examined. Correlational and
principal components analyses suggested that: the Learning Style Inventory
assesses two dimensions as theorised by Kolb (comprehension and transformat
ion); learning style and cognitive style are independent and the relationsh
ip between style and preference is mediated by gender. (C) 2001 Elsevier Sc
ience Ltd. All rights reserved.