The objective of this study was to provide data related to learning styles and to learning environments, to identify appropriate experiences for the non-major biology student. Investigated was whether congruence existed between a measured amount of cognitive process or analytical skill and the resultant answer on a test question which required that skill. Performance on one cognitive process, analytic skill on the Learning Style Profile (LSP) test, was evaluated for 96 students. Included in the evaluation were: (1) a determination of the amount of analytic skill required for six test questions in the computer test bank; (2) the students' score on the LSP analytic subscale; and (3) whether the students answered the analytical skills questions correctly or incorrectly. Results suggested that there was a relationship between a measured amount of analytic skill and a student's ability to perform on questions perceived to require analytical skill. Recommendations for course design are included. (KR)