Using college freshmen enrolled in a learning analysis course, the relationship between five tests of cognitive style was investigated: (1) Group Embedded Figures Test; (2) Grasha-Riechmann Student Learning Style Questionnaire; (3) Adult Nowicki-Strickland Locus of Control Scale; (4) Mehrabian Stimulus Screening Test; and (5) Kolb Learning Style Inventory. The relationship between these measures and other student variables was also considered; the student variables included choice of major; interest in various disciplines; cumulative grade point average; grades within subject disciplines; credit hours within disciplines; course achievement; age; and sex. Results indicated that the Learning Style Inventory subscales were essentially independent of the other measures, and that the Grasha-Riechmann Questionnaire demonstrated inconsistent relationships among subscales and with the other measures. The Group Embedded Figures Test (GEFT) demonstrated consistent and meaningful relationships across samples, and with educational outcomes such as choice of major, interests, achievement, and credit hours. In contrast to previously reported research, GEFT scores were repeatedly related to measures of achievement. The other four tests were judged to be not useful in studying the educational variables investigated in this research. (Author/GDC)