Style Mix: Student Learning and Cognitive Styles

The results of theoretical analysis and empirical research of learning styles and cognitive styles of higher education humanities students are presented. Learning styles are considered as an individual combination of cognitive-personal properties that provide understanding and thinking (G. Lefransua), and styles of activity (training/thinking) in the context of D. Kolb's theory of learning cycles, with subsequent concretization by the provisions of P. Honi and A. Mumford. The analysis of cognitive styles is carried out based on the theory of metastyls and the configuration of cognitive styles. The structure of training styles and the profile of cognitive styles of respondents are determined. Three groups of students were identified by the configuration of the poles of cognitive styles, and it was revealed that students of helping professions do not differ in the degree of severity of utility dependence and tendency to a wide range of equivalence. Based on the posterior criterion, the differences between the identified clusters were specified, which allows differentiating groups of students and introducing student-centered innovative educational technologies.