information, elaboration-experimentation and feedback, memory formation-encoding

through emotion and context, and functional integration-application of knowledge

(Jensen). It is easy to see these stages within other learning processes. Kolb (1984)

defines the process of learning a principle as a concrete experience with the principle to

be learned, followed by self-reflection and abstract conceptualization and ending with

active experimentation of that principle. Teaching and learning the problem solving

process includes the stages of problem identification, idea generation, idea evaluation and

implementation (Swartz & Perkins, 1990). Still, the process the student uses to gather

information dictates how the information is stored (Jensen, 2000; Piaget, 1970). That is, a

learner studying a principle will acquire knowledge of the principle, but not how to

manipulate the principle to solve a problem; knowledge to solve a problem must be

acquired from the process of problem solving learning.

 Kirton (2003) argues that learning style is independent from the learning process,

a contradiction of Kolb's experiential learning theory and Kolb's measure of learning

style. Kirton empirically tested (de Ciantis & Kirton, 1996) his claim by conducting a

factor analysis on the Learning Style Questionnaire (Honey & Mumford, 1992), a

learning style measure congruent with principle learning. The Learning Style

Questionnaire was found as a more reliable version of Kolb's Learning Style Inventory.

Following factor analysis, comparisons were made with Kirton's Adaption-Innovation

Inventory to make the argument of independence between style and process. However, it

may not be sensible to compare a learning style of principle and a learning style of

problem solving as the two are of different learning processes. That is, a learning style of

problem solving may be independent of principle learning, but not independent of