The defining attributes of analytic ability as they relate to theoretical cognitive styles were explored in a study using a sample of 492 males aged 16-21 years. The Group Embedded Figures Test (GEFT--Witkin, Oltman, Rasher, and Karp) was used to measure field dependent and independent aptitude. Scores on the GEFT were compared with scores on an adaptation of Kagan's visual analysis task, i.e., the Test of Analytic Aptitude (Messick). This test requires each subject to learn nonsense syllable labels for a series of complex geometric designs, and then asks them to supply the appropriate design label for a single aspect of the previously learned design; this single aspect, or part, is termed a design variation. Results indicate that performance in a test of embeddedness and cognitive restructuring is highly related to performance on a Test of Analytic Attitude, and support the view that the degree of differentiation exhibited by field independent and field dependent learners will affect analytic strategies used to process visual information. The relationship between these measures can be interpreted to support a view of common underlying analytic and non-analytic tendencies. Thirty references and nine data tables are included. (LMM)