Over the past thirty years numerous models of cognitive style, varying in complexity and applicability, have been developed. While these models have sparked a vast body of educational research, the results have been equivocal. The models have been widely criticized for their lack of precision and predictability. According to Kozhevnikov, Kosslyn & Sheppard (2005, p 710) “much of the previous work suffered from arbitrary distinctions and overlapping dimensions.” In spite of the criticism, several models of cognitive style survive and continue to stimulate research. Two of these models, the Field Dependent – Field Independence cognitive style and the Reflective-Impulsivity model will be reviewed briefly. Then we will discuss the Verbaliser-visualiser model on which the present research is based
