Focusing on the cognitive style known as Field-Dependence-Independence (FDI), this literature review includes: (1) an examination of how one can better understand interpersonal behavior in the human relations training setting; (2) how to develop hypotheses about the relationships that might make for successful or unsuccessful matches between participants of varying cognitive styles, and human relations training (HRT) programs of varying degrees of structure; and (3) examples of FDI as a crucial differentiating variable in determining the effectiveness of matching strategies in the fields of education and psychotherapy. Two major questions addressed are: Are participant satisfaction and learning influenced by cognitive style? and What behaviors or interpersonal styles (e.g., task vs. maintenance orientation) might be expected from persons of varying cognitive styles? Suggestions are provided for future research exploring the interactions between training treatments and the cognitive styles of participants. (Author)