Cognitive styles--defined as information processing habits--should be considered as a criterion variable in the evaluation of instruction. Research findings identify the characteristics of different cognitive stles. Used in educational practice and evaluation, cognitive styles would be new process variables extending the assessment of mental performance past achievement levels to a concern with patterns of cognitive functioning. Such use would have relevance for student performance in various subject-matter areas, for test construction, and for teaching methods. A possible educational goal would be an attempt to foster alternative modes of cognition and multiple stylistic approaches to problem solving. A bibliography of 48 items is included. A related document is EA 002 406. (MLF)