An investigation of the cognitive styles of 76 associate degree medical laboratory technology students.

The preferred learning styles of 76 associate degree medical laboratory technology students in four classes at two community colleges were assessed using the Modified Hill Cognitive Style Model. It was found that these students did not have a preference for finding meaning through spoken words or non-word symbols. They had little need to read body language or to be physically involved in order to learn; they preferred not to act out a role for acceptance, and they would have difficulty in influencing another's behavior. These students were capable of making decisions on their own and should do well studying independently. They preferred "categorical reasoning" as a basis for accepting or rejecting ideas and preferred to use deductive or syllogistic reasoning for inferences. Implications for instruction are discussed.