Learning styles have been studied extensively in the field of cognitive psychology. There are many well-known classifications, for instance by Dunn and Dunn, Honey and Mumford, Kolb, Witkin, and Felder and Silverman.
Field-dependent versus Field-independent measures the ability to see a shape as separate from its surrounding field. A field-independent individual is highly analytic. She can take one subject and study it in detail, independent of the broader context. A Field-dependent individual needs to see the global picture and has more problems concentrating on the details of a specific aspect. Others use the terms holist and serialist to indicate similar properties as intended by field-dependent and field-independent.
There is a classification for media preferences, often just the verbaliser versus imager to indicate if someone prefers text or images. In fact there are additional possibilities: some people prefer to hear information over seeing it, and some people like to “feel” it, meaning they like to interact with it.
Honey and Mumford have roughly the same classification as Kolb. The activist wants to gain experience right away and gets bored with a study of the details. The reflector gathers data, analyses and thinks carefully before reaching conclusions. The theorist thinks things through, in logical steps, and forms rational theories. The pragmatist enjoys problem solving and decision making quickly, using a practical step by step approach, and gets bored with long discussions.
There are many many learning style classifications. A lot of them may be interesting to study in psychology but do not lead to ideas for performing adaptation in an adaptive learning environment. We look at a few examples of the translation of learning styles to adaptation methods.