The primary purpose of this study was to establish normative data for the cognitive style behaviors of children from kindergarten through the ninth grade. Approximately 400 students served as subjects. The measures used were a free response pictorial-, a multiple choice pictorial-, and a multiple choice verbal-test. Cognitive style behavior was found to progress developmentally from relational to descriptive to categorical modes for pictorial stimuli and from relational to categorical to descriptive modes of information processing for verbal stimuli. The consequences of individual differences in cognitive styles for school learning were discussed within a developmental framework. (Author)