A three-faceted investigation was conducted to critically analyze Witkin's conceptualization of cognitive style gleaned from his field dependence/field independence continuum, to identify cognitive style components within the instructional development literature, and to construct a paradigm of the intersections and commonalities between the instructional development and field dependence/field independence literature. Witkin's research is reviewed, as well as the research delineating cognitive style aspects of instructional development. A paradigm linking field dependence/field independence and instructional development was then constructed. Among the results germane to the study were the following: (1) instructional development can optimize concept learning; (2) instructional treatment can be specifically designed to match the cognitive style learning trait of students so as to produce significantly greater concept learning than when such design and matching do not occur; (3) field independent persons were generally found to be superior in learning achievement to field dependent persons; (4) field dependent people are more likely to use external social frames of reference; and (5) the development of cognitive restructuring skills can be fostered by appropriate educational effort. A list of references is attached. (Author/LLS)