Examples of learner traits include primary and general mental abilities, cognitive controls such as focal attention and focusing attention, cognitive styling or the way the learner gathers information, whether visual or verbal for example, and learning styles including cognitive style mapping, Kolb's learning styles, Dunn & Dunn learning styles or others (Grabowski & Johansen, 4). .

             There are many theories underlying learning and learning styles . Merrill for example proposes a component display theory suggesting that different learning outcomes necessitate varying instructional settings and conditions (Merrill, 1973; Grabowski & Jonassen, 1993). This theory suggested that all learning activities involve a series of concepts, facts and principles whereas taxonomies can be used to describe learning outcomes (Merril, 1973). Other researchers such as Fields (1985) suggest that cognitive learning style and ability directly correlate with student learning and achievement (Grabowski & Jonassen, 1993). This theory supports the idea that ones cognitive ability is more an indicator of whether an individual will achieve success than ones learning style. Cognitive theory suggests that students with lower cognitive ability will generally require more dependence and assistance and tend to master academic concepts less frequently (Grabowski & Jonassen, 1993). .

             Cognitive styles refer to individual differences in the way people organize and process information and experiences (Morgan, 1997). These styles are expressed through different methods of organizing and remembering information and represent "consistencies in the manner or form of cognition" subsequently displayed b cognitive performance (Messick, 4; Morgan, 3). There are varying cognitive styles psychologists have defined including field dependent and field independent (Morgan, 1997). Field independent persons can more easily select objects from surroundings that might hide them from view, enabling view of objects as though they are separate parts of a collective scene (Morgan, 1997).