Forty-two college undergraduates, 28 women and 14 men, were classified as analytic, categorical, or relational according to their responses on the Sigel Cognitive Style Test and were randomly assigned to verbal or pictorial conditions. The subjects were presented a series of slides involving the paired association of 9 three-letter nonsense syllables (Glaze List) with 36 single words or pictures representing three types of concepts. A two-way analysis of variance of mean errors failed to replicate the previous finding of an interaction between learner cognitive style and concept class for either stimulus condition. However, a significant main effect (p less than .01) on learner style for the verbal condition revealed that analytic subjects performed better across all concept classes than those having categorical or relational styles. Tables and references are included. (Author/RT)