关于认知方式的实验研究——场依存性特征对学习和图形后效的影响

STUDIES ON COGNITIVE STYLES——Role of the Individual Differences in Field-Dependence in Learning and Visual After-Effect

本文报告了关于认知方式的两个实验研究。第一个实验通过镶嵌图形测验与少年儿童学习能力测验和课业成绩的比较,发现场独立性越强,数学能力越好,但与语文学习无关。第二个实验比较分析了在图形后效中附加参照物对于场依存性和场独立性的不同效应,发现附加参照物对于场依存性强的人的斜线图形后效有显著的影响,而对场独立性强的人影响不大。另外,本实验显示了在认知方式上存在着一定的性别差异。

The present paper consists of 2 studies of the individual differences infield-dependence among children aged from 10 to 11. In the first study, theGroup Embedded Figure Test was given to 68 children. Comparingtheir scores with those of Test of Learning Ability for Children of 9-14,andtheir academic achievements, we found that the degree of field-independencewas positively correlated with the performance in mathematics and there wasno correlation between field-independence and learning of Chinese language. 24 children of both ends along the continuum of field-dependence-indepen-dence were used as subjects for the second study. As the result of anexperiment of tilted-line after-effect undertaken in the dark room,it was foundthat the additional object for reference provided in the visual field produced afine effect for the field-dependents and no effect for the field-independents.An evidence of sex-difference in cognitive style was also found in theseexperiments.