This study was designed as a first attempt to study the relationship of learning style, perception, and performance to computer based instruction (CBI). First the relationship of two dimensions of cognitive styles, field independence-field dependence (FI-FD) and preferred perceptual mode (verbal-visual) was studied. Second, the main and interactive effects of the two dimensions of cognitive style on the performance of individuals on a concept-learning task were studied in the context of two presentation formats in a CBI lesson: text-only and text-plus-animated graphics. The cognitive styles of 192 undergraduates were determined. Independent variables were the two dimensions of cognitive style and the presentation format of the lesson. The dependent variable was a 21-item multiple-choice posttest. The data analysis indicated that the two dimensions of cognitive style were independent. A multiple regression analysis with the posttest as the criterion and the three independent variables and the two-way interactions between them as predictors provided several conclusions. Individuals given a lesson format that matched their verbal/visual preference did not seem to improve their performance. The more FI individuals did not differ significantly from their less FI peers in achievement. (Contains 108 references.) (SLD)