A major problem in using traditional assessment procedures lies in the use of theoretical and statistical assumptions for interpreting and measuring attention, memory, and verbal abilities, and attempting to relate these constructs to academic subjects. With respect to evaluating temperaments and learning styles, the present methods of interpreting test results fail to provide reliable information. This paper reviews some of the literature on cognitive styles related to learning styles and assessment procedures. It suggests relating the constructs, concerning such things as attention, memory, and verbal ability, to the area of language and linguistics. Research has shown that measuring psychological constructs through the use of verbal abilities is a reliable method of obtaining meaningful results. It is suggested therefore that by qualitatively analyzing an individual's language, information regarding his or her cognitive style or method of categorization could be obtained. If it is true that all individuals have a unique linguistic structure, certain generalized constructs associated with certain structures might be derived through linguistic analysis. (Author/AMH)