Furthermore, Kirton's (1976) measure of learning style is harmonious with learning from

problem solving. To learn from problem solving, a learner manipulates a principle and

interprets the meaning from the manipulation. For effective learning from a problem,

Pask (1976) claims the learner must use both holist and serialist cognitive styles.

Although Pask and Kirton measure cognitive style differently, they are much the same

when considering description and categorization (Cassidy, 2004). Both of these measures

of cognitive style are representative of problem solving style.

 Other types of learning defined by Gange (1965) may be compatible with specific

learning styles. For example, the Group Embedded Figures Test (GEFT) (Witkin,

Oltman, Raskin & Karp, 1971) measures whether an individual is either field independent

or field dependent by the individual's ability to identify embedded figures within

geometric shapes. The cognitive processes used to complete the GEFT gives some

evidence that field independence and field dependence is a style of concept learning

(Gange, 1965). Concept learning is defined as comparing and distinguishing properties of

similar items based on knowledge of those items (Gange). However, Witkin (1973) has

found that his measure of learning style does have implications for problem solving with

regards to the need for structure. Field dependent learners tend to prefer more structure in

learning while field independent learners prefer less structure. This corresponds to

Kirton's (2003) adaptive individuals who favor structure and innovative individuals who

prefer less structure in the effort of problem solving.

Learning Style and Learning Process

 Most psychologists concur that learning occurs through a process or cycle.

Research of the brain has found five stages for effective learning (Jensen, 2000),

including preparation-background recall of information, acquisition-inputting