【摘要】 以初二学生为被试 ,考察了不同认知方式学生对不同体裁文章以及对有无标记说明文的学习效果。结果表明 ,(1)不同认知方式学生对散文的学习无明显差异 ,对说明文的学习场独立学生要好于场依存者 ;(2 )场独立者对有标记的说明文的学习效果要好于场依存者 ;对无标记说明文的学习 ,场独立与场依存者之间不存在明显差异更多还原

【Abstract】 Using an expository text in two forms with and without signals and a prose as reading materials, 53 grade 2 junior middle school students with two cognitive styles participated in the experiment. The results showed:(1)there were no significant differences in prose comprehension and recall between field-dependent and field-independent students, while the field-independent students achieved better results in expository text reading than the field-dependent ones;(2)the field-independent students had a better achievement in expository text reading with signals than the field-dependent ones, but there were no significant differences between cognitive styles when the expository text with signals.更多还原