The research results of educational psychologists on students' cognitive differences show that cognitive differences not only have different effects on learning, but also have different ways.

There is no difference between good and bad cognitive styles, but students' preference for information processing methods, which mainly affects students' learning styles, as shown in the following figure:

First, students' preference for the sensory channels used. Some students are used to hearing learning, some students are used to studying in the auditorium, and some students prefer to learn by touching or combining various senses.

Second, the preference for the degree of organization of learning content. Some students like to study in a quiet environment, while others like to study in an environment with background sound.

Third, the preference for the degree of organization of learning content. Field-dependent students like others to provide them with well-structured teaching, while field-independent students hate "menu-style" guidance and love free learning, so they are more likely to adapt to poorly structured teaching.

Fourth, the preference for topics. Field-independent students tend to choose mathematics, natural science and engineering, while field-dependent students tend to choose humanities, social science and educational science.

All these studies on the influence of cognitive differences on learning enlighten educators that they must constantly reform teaching and strive to teach students in accordance with their aptitude according to the characteristics and functions of students' cognitive differences.