The effect of Cognitive Style Analysis (CSA) test on achievement: A meta-analytic review
Abstract Riding's (1991) Cognitive Style Analysis test has been a popular UK test of the verbal–imagery and wholistic–analytic cognitive style dimensions. Researchers have claimed numerous academic advantages for these style dimensions, but the direction of the effects is inconsistent. A meta-analysis was therefore conducted that used the CSA along with an academic outcome measure. While 25 studies met the inclusion criteria, only 15 provided sufficient information for statistical analysis. The studies included five experimental and 10 observational studies and involved participants in primary, secondary and tertiary institutions. The results show no clear academic achievement advantage for either the verbal–imagery cognitive style dimension or the wholistic–analytic cognitive style dimension, regardless of the learning task or environment. While the final sample of included studies was relatively small the results of this meta-analysis suggest that the relationship between the CSA's cognitive style dimensions and academic achievement, if any, is likely to be negligible.