Assimilation happens when someone applies one’s existing knowledge to a new event or problem. Social theorists focus on the fact that learning transpires when one learns from one another through observation, imitation and modelling. According to the humanistic theory, people are active all the time and do not wait for responses. Emotions, feelings, personal quest and relationship do play important roles towards any form of learning activity and intellectual development of an individual. Within these theories, some confusion exists about the use of the terms “learning style” and “cognitive style” as they are often used interchangeably. There are, however some differences that should be noted. Cognitive style theories are older and more widely researched. They are usually laboratory based and not considered very practical as they usually measure two elements along a continuum. In addition, cognitive style tends to measure abilities using projective techniques including many elements of cognition. Learning style theories, on the other hand, tend to be more recently developed and are usually considered practical because they are classroom specific; measure numerous interacting elements; and most use self-report measures and measure other characteristics of learning, such as environmental preferences for learning, not just cognitive aspects (Bonham, 1987; Keefe, 1979). Learning style, then, is the manner in which students consistently respond to and process information in a learning environment. Learning style will influence the setting where people choose to learn, what they want to learn about, and how they approach the learning situation (Conti &Welborn, 1986).