The aim of the present study was to verify the psychometric charactersistics of ISALEM-97 and to compare different cognitive learning styles in students. The sample consisted of 759 subjects who were selected to take part in the study in two stages. In the first stage, 55 subjects were selected with equal proportion from eleven departments of Shahid Beheshti University. The purpose of the first stage was to measure indicators for ISALEM-97. The aim of the second stage of the study was to compare
different cognitive learning styles in students. Hence, 704 subjects were selected in equal proportions using the random classification method from different departments. The ISALEM-97 and Kolb's Learning Style Inventory (LSI) were then administered. Pearson’s correlation coefficient, two way chi square and Cronbach’s alpha coefficient were used to analyse the data. Results showed means of 6.05 to 6.75 out of 7.0 for face validity and correlation of 0.46 and 0.59 for congruent validity with LSI and 0.79 to 0.89 for reliability for modes of intuitive, pragmatic, reflective and methodical learning. This indicates that ISALEM-97 is an appropriate test for measuring cognitive learning styles in Iranian students. The results of the comparisons indicate lack of a significant difference between comparison groups and is congruent with findings of this kind on
ISALEM-97 reported by previous research.