Interchangeable Concept of Cognitive Styles and Learning Styles: a Conceptual Analysis

Abstract

Inquiries into the nature and effects of cognitive and learning style constructs are mounting daily, regardless of criticism and confusion about the boundaries, natures and to some extent overlapping issues of these two constructs. These issues raise several questions about the credibility of these two constructs with regard to further research, application and development. Therefore, there is a need to crystallize their natures to pave the way for further research and for a better understanding of individual’s learning. The current scientific review strengthens the concept of these two constructs as separate and independent, each contributing in its own way to different fields of human learning. Both constructs have different histories and schools of thought directed toward different ends. The relationship of these constructs undeniably establishes their usefulness and value as research subjects. However, specific concerns is required in defining cognitive and learning styles which may hinder the credibility and usefulness of further research, including valid and reliable measurements, cohesive theory, application oriented studies, use of multiple methods in research, and the origin and development of these constructs. This article explores the discourse in these fields and highlights potential issues with the constructs to assist researchers in constructing a more comprehensive understanding of the research framework.

Mathematical Representations Based on Field-Dependent and Field-Independent Cognitive Styles

“…This situation is in line with the implementation of the independent curriculum in Indonesia, where in the learning process, the learning approach through differentiated instruction or differentiated learning, teachers can group students based on the teacher's initial abilities and can also group based on field-dependent and field-independent cognitive styles. So that all students can achieve learning objectives by reviewing the differences in students (Abu Bakar & Ali, 2018;Faradiba, 2019Faradiba, , 2022Faradiba et al, 2023;Hayes & Allinson, 1994).…”