Style studies involve the analysis of individual differences in terms of styles in thinking, cognition and learning (Cano-Garcia & Hewitt Hughes, 2000). In the style studies area, there are a number of related terms, such as thinking styles, cognitive styles, learning styles, learning strategies, and learning approaches. These terms may carry different meanings depending on various authors.
Style is from Latin stilus. It is defined as a general and relatively stable preference by various dictionaries. According to the Collegiate Dictionary (2001), style is defined as a distinctive manner or custom of behaving or conducting oneself. Webster's Dictionary (1967) also has the similar definition: "a style is a distinctive or characteristic manners or method of acting or performing" (p.873).
Although dictionaries have similar definitions, there are various understandings about the term "style" or "styles"¯ used by researchers. For example, Rayner and Riding (1997) believed that the concept "style"¯ presents a distinct notion of coherent singularity - in a variety of contexts - and might well reflect the need for a sense of identity that is arguably the essence of individuality. Gallaher (1992) understood the term "style"¯ as "the way something is done...(and) represents the most complex and complete form of expressive behaviour. It concerns the whole of activity...." (p.133). According to Gallaher, style is a function of individual consistencies in the way people think and perform skilled, purposeful behaviour (Williams & Anshel, 2000). Witkin, Moore, Goodenough and Cox (1977) defined "style"¯ in terms of individual differences in how we perceive, think, solve problems, learn, and relate to others.
Here, in the present research, style will be considered as a preferred way of thinking or doing something (Sternberg, 1997). Style exists in any process of thinking or doing something.

Cano-Garcia, F., & Hewitt Hughes, E. (2000). Learning and thinking styles: an analysis of their interrelationship and influence on academic achievement. Educational Psychology, 20(4), 413-431.
Collegiate-Dictionary. (2001). http://www.m-w.com/. Internet HTML document.
Gallaher, P. E. (1992). Individual differences in nonverbal behavior: Dimensions of style. Journal of Personality and Social Psychology, 63, 133-145.
Rayner, S., & Riding, R. (1997). Towards a categorisation of cognitive styles and learning sytles. Educational Psychology, 17(1&2), 5-28.
Sternberg, R. J. (1997). Thinking Styles. New York: Cambridge University Press.
Williams, L. R. T., & Anshel, M. H. (2000). Cognitive style in adolescent athletes. Journal of Sport Behavior, 23(1), 70-90.
Witkin, H. A., Moore, C., Goodenough, D. R., & Cox, P. (1977). Field-dependent and field-independent cognitive styles and their educational implications. Review of Educational Research, 47(1), 1-16.

(This piece of article is from: Yunfeng He. (2006). Thinking Styles and Academic Achievement of Chinese University Students. Unpublished PhD dissertation. Hong Kong: The University of Hong Kong.)