Several previous studies in which a concept learning task has been used to investigate acquisition of concept of artistic style, have noted a wide range of individual differences in performance. Tighe (1968) has proposed that these may reflect differential sensitivity to relevant dimensions of stylistic variation. INDSCAL technique of multidimensional scaling, which has previously been used to determine predominant dimensions of variation in responses to visual art was used here to determine salience of such dimensions for different individuals. These scores were then used to predict individual differences in performance on a concept formation task. results offer support for a differential cue salience explanation for individual differences in learning about artistic style. Implications for aesthetic education are discussed.