Studies on cognitive styles and their educational implications have been abun­ dant in the last twenty years. In 1978 Goldstein and Blackman wrote ‘There have been thousands of studies involving cognitive style variables. . . . ’ They stated that at that time there had been ‘renewed interest in cognitive psychology in general and in cognitive style in particular.’ Two years earlier Kogan had also spoken of ‘thousands’ of articles written, in this case on the particular set of cognitive styles known as field independence/dependence (fi/d*), and that ‘the fact that research on field independence shows no signs of waning after a quarter of a century surely testifies to the fertility of the construct . . . ’ (Kogan, 1976a).