It is believed in traditional education planning that all learners learn in a same way. Dominance of this idea will result in neglecting the importance of differences between Cognition Styles. An individual' s cognition style greatly affects the way of data processing when thinking and learning, and, consequently, on effectiveness and efficacy of education. However, individuals are not clearly aware or informed of their cognition style. The Approach of using Learning-Cognitive Style in the process of education focuses on differences between individual in learning. Mc.Carthy (1990), using learning styles and changing them, designed 4-MAT, a new teaching style.This article compares Mc.Carthy's 4-MAT teaching system (with 4 types of learners) with the traditional teaching system, in order to test the two hypotheses of the research: "more" is learnt, and it is "more stable" when using 4-MAT style rather than traditional style. The methodology of the research is Quasi- experimental, using pretestposttest with control group. The statistical population consisted of136senior girl students studying Humanistic, in the city of Sanandaj, from among 2 classes of 20 were selected using Clustersampling.The measurement instrument was a questionnaire of 120 multiple-choices. The result showed that learning through 4-MAT system is stable by 97% assurance, and learning through traditional system is not stable by the same percentage of assurance. Therefore, learning through 4-MAT style is more stable thatn through traditional style.