Se plantea el problema de la adecuación de los contenidos y las técnicas educativas a los estilos cognitivos del alumno. Muchas investigaciones han mostrado la relación entre reflexividad-impulsividad y rendimiento escolar. Nuestro sistema educativo actual parece favorecer las habilidades propias de los sujetos reflexivos. En este sentido, muchos trabajos han investigado los procedimientos para modificar el estilo cognitivo hacia la reflexividad, ya que este estilo se considera más adaptativo. En relación al estilo cognitivo dependencia-independencia de campo (DIC) se han encontrado diferencias en el aprendizaje según los contenidos, el tipo de reforzamiento, las diferentes formas de motivación (extrínseca o intrínseca) y los “mediadores del aprendizaje” utilizados. Se plantea la necesidad de adaptar los contenidos y los procedimientos a las necesidades de los distintos alumnos, y la de encontrar la manera de ayudarlos a diversificar sus estrategias de aprendizaje.
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