Comparative analysis of cognitive and learning styles and their implementation in teaching

The issue of the research of cognitive and learning styles has been studied since the 1970s, however, the notions are still criticized for conceptual confusion. Such uncertainty indicates the lack of scientific knowledge in this matter, which makes research in this area still relevant. This article highlights the issues of definition, difference, relationship, origin of cognitive and learning styles, as well as their implementation in the pedagogical process. In order to clarify these issues, a complex of scientific methods is used: theoretical and methodological analysis of literature, comparative analysis. The structuring of some learning models and cognitive styles drawing on L. Curry's «onion model» is given. In accordance with this structuring, the need for their use in the educational process is determined and substantiated, on the basis of which methodological recommendations are derived for the implementation of different cognitive and learning style layers in education.