This study investigates the preference and ability components of cognitive style as measured by a verbal test for fifth-grade children. Performances from an intellectual ability test, a pictorial cognitive style test, and school achievement tests were included as construct validity variables. The results supported conclusions drawn by Robinson and Gray (1974) concerning the differential relationships between cognitive styles and school learning outcomes. These findings indicated that relational ability from the verbal analogies test of cognitive style were highest on the verbal comprehension factor for boys and categorical ability for girls, while lowest on the categorical preference for boys and relational preference for girls. Further interpretations indicated that cognitive style scores might be used to identify children's cognitive styles; develop teaching strategies and learning outcomes; and understand the relationships between cognitive style, intelligence, and achievement. (Author/HLM)