A review of the literature indicates that black Americans have attempted to adapt to social situations by developing unique cultural patterns and a specific method of organizing and processing information. The latter is manifested in the way they pay attention to social cues, attach subjective meanings to words, show preference for social distance, and use nonverbal communication extensively. This particular thinking style affects cognitive development; observed differences in school success between black students and other groups may be attributed to black students' use of an information processing style which is not the preferred strategy in an educational setting. A stylistic approach to learning which would fit material to children's particular cognitive and affective behaviors may have a positive effect on black school achievement. (Author/MJL)