This document reviews theories of cognitive style and methods of cognitive style assessment as they relate to the context of South Africa, where sociopolitical changes call for reassessment of theoretical assumptions in education and training. The report consists of six chapters. After a brief introductory chapter, the second chapter gives an overview of theories of intelligence and cognitive functioning. The use of problem-solving tasks as instruments for cognitive style assessment is presented. The third chapter contains a discussion of the current status of cognitive style theory and research. Topics discussed include a critique of the reliance on lab and paper-and-pencil tests as assessments of cognition; and a discussion of the practical implications for choosing training methods. A discussion of the relations between theories of learning style and education, which focuses on the cognitive styles of teachers, is contained in chapter 4. The fifth chapter describes the Jungian theory of personality as a systematic theory of cognitive styles, and the Myers-Briggs Type Indicator as a cognitive style and learning style measure. The final chapter outlines suggestions for future research and development of an instrument to measure cognitive and learning styles. (Contains 165 references.) (ME)