Cognitive styles and learning strategies:
Understanding style differences in learning and behaviour
March 2002 — Volume 5, Number 4
Cognitive styles and learning strategies:
Understanding style differences in learning and behaviour
Richard Riding & Stephen Rayner, (1998)
London: David Fulton Publishers.
Pp. 217
ISBN 1-85346-480-5 (paper)
US $ 29.95
Riding
and Rayner’s purpose in Cognitive styles and learning
strategies is to describe individual differences based on two
models. One model comprises four basic cognitive modes derived from the
intersection of a wholist-analytic dimension and a verbaliser-imager dimension.
Riding and Rayner claim that this model synthesizes the research and literature
produced in the field of cognitive styles since the forties. They also argue
that this model solves the problem researchers have faced when labeling
cognitive styles phenomena. The second model also synthesizes a large body of
literature on learning styles. As in the categorization of cognitive styles,
Riding and Rayner propose a four-level model that groups students’ learning
preferences into learning processes based on experiential learning, learning
processes based on orientation to study, instructional preferences, and
development of cognitive skills and learning strategies. These two models are
supported by extensive research from diverse traditions in the fields of
cognitive and learning styles.
Overall, Riding and Rayner describe the tenets of the theory of cognitive
and learning styles in the first three chapters. They utilize the following
five chapters to describe and assess diverse theories of individual
differences, on the one hand; and to demonstrate the validity of their
cognitive and style model, on the other hand.
Cognitive
style and learning strategies is structured as an argument in which Riding and Rayner demonstrate
the validity of their cognitive model. The book begins with a general
description of the cognitive model (Introduction). The following chapter is
devoted to providing a state of the art review of cognitive style theory. The
authors describe and evaluate previous research work on cognitive style–field
dependency/independency, impulsivity/reflectiveness, adaptors/innovators,
abstract/concrete thinker, etc–and show how their tenets fit into their
two-dimensional model. Chapter three revolves around the concept of learning
styles. Overall, this section gives the reader a review of styles models based
on learning process. The authors grouped them into three general domains:
learning and meaning-oriented processes, instructional preferences, and finally
cognitive skill development. Chapter four focuses on the nature and types of
learning strategies as well as on the characteristics of a strategic learner.
Chapters five to eight
examine the relationship between Riding and Rayner’s cognitive styles model and
diverse factors of individual differentiation such as intelligence, ability,
personality, and achievement. The authors also discuss the relationship between
their model of cognitive style and gender, classroom behavior, occupational
suitability, and individual roles. These sections serve to validate the
authors’ model. Riding and his associate conclude their book by highlighting
the importance of the theory of cognitive and learning styles for creating
adequate instructional settings and by calling for further research that will
enrich their two dimensional model. [-1-]
Riding and Rayner present
the content of Cognitive styles and learning strategies following
a systematic pattern. They begin each chapter with a review of the main points
to be discussed. Then, they discuss the points thoroughly and finish by
providing an evaluation of the material or by presenting empirical evidence
that supports the points in question.
Cognitive
styles and learning strategies is addressed for both teachers and educators interested in the field
of individual differences. The book is appropriate for readers with or without
knowledge on the fields of cognitive and learning styles and learning
strategies. Those with some or abundant background in these areas will have
access to a state of the art review in the theory of individual differences.
Novice readers in the field of styles and learning strategies will benefit from
a comprehensive view of most models in the field since 1948.
Finally, Cognitive styles and learning strategies is still
a compulsory reading for both educational researchers and practitioners in the
field of individual differences today although its publication dates back to
1998. One of the strengths of the book is that its content derives exclusively
from research studies. Another important quality is that it provides a
comprehensive view of the field as stated above. Thirdly, the book goes beyond
the descriptive stance; that is, it is both analytical and interpretative.
Fourth, Riding and Rayner’s book reads easily because of its organization and
use of language. Lastly but not the least, Cognitive styles and learning
strategies effectively supports and illustrates the cognitive
and learning style models that the authors propose. In this sense, the book is
an excellent and practical example of a written persuasive discourse. Because
of all these reasons, Riding and Rayner’s Cognitive styles and learning
strategies is a necessary reading for those interested in the
theory of individual differences. In this sense, the book has become a classic
in the field of cognitive and learning styles. One should not forget that
classic works are timeless and Cognitive styles and learning
strategies is one of them without doubt.
