场独立/场依存认知风格和二语习得

本文对场独立性和场依存性两种认知风格研究作了综述,并就该两种风格对二语习得的影响进行讨论。研究表明,具有场独立风格的学习者能在课堂教学中取得更大的成功;而场依存风格学习者在自然二语习得环境中具有优势。     

Assessment Approaches and Cognitive Styles

The outcomes on multiple-choice tests and performance-based assessments for field-independent and field-dependent students were examined. A substantial interaction between cognitive style and assessment approach was found. Results suggested that performance-based assessment tended to favor field-independent subjects. Dependent on the purpose and intended use of assessment, this finding may raise concerns for validity based on either fairness or curriculum relevance.     

场独立与场依存型认知风格差异对大学英语教学的启示

学习者具有不同的认知风格,认知风格直接参与并操纵语言学习的基本过程,并对学习者的学习方式和学习效果产生影响。场独立和场依存型认知风格是二语习得中最常见的认知风格,对学生的学习心理及学习习惯都会产生很大影响。本文对场独立与场依存型认知风格的英语学习者加以剖析,并指出就大学英语教学而言,教师如能在教学中了解学习者在认知风格上的差异性,并运用相应的教学策略引导学习者的认知风格,将极大地提高大学英语教学效果。     

职前物理教师的认知风格对科学推理能力的影响研究

文章试图分析不同场认知风格的职前物理教师的科学推理能力是否存在显著性差异。利用《镶嵌图形测验(GEFT)》将职前物理教师分为场独立型和场依存型,然后采用《科学推理能力测量量表(LCTSR)》对两组被试的科学推理能力进行测试。基于SPSS软件对两组数据进行差异性及相关性分析,结果显示场独立型被试的整体水平要好于场依存型;在科学推理能力的7个子能力维度中,高级控制变量和假设演绎推理两个维度的差异性较其他维度更为显著。     

The effect of field dependence and outline condition on learning high- and low-structure information from a lecture

Sixty-eight college students participated in the current research investigating the effects of an outline on field-dependent and field-independent students' learning of structurally important and less important information from a lecture. The lecture involved a 20-minute videotaped presentation on bird migration. Learning was assessed using a free recall task 10 minutes after the lecture (immediate recall) and both free recall and probed recall tasks one week after the lecture (delayed recall). Data were analyzed using mixed factorial ANOVAs. Results indicated that the outline assisted the field-dependent students in recall of high structure information and field-independent students in recall of low structure information. Performance of field-dependent and field-independent students was equivalent on probed recall of low-structure information, but significant differences were found on the free recall of low-structure information. It is proposed that these differences are attributable to superior organizational abilities of the field-independent students and to use of the outline as a guide for retrieval.     

心理学专业大学生的认知方式与共情能力研究——以高等医学类院校为例

采用EFT(镶嵌图形测验)和《大学生共情能力问卷》作为测量工具,探讨医类院校应用心理学专业大学生的认知方式与共情能力及其两者之间的关系。研究结果表明:独生子女的场独立性、共情自我识别显著高于非独生子女,中医心理专业学生的反向理解、负向应对高于医大学生,大三学生的他人情绪识别、一致性理解及总的共情能力高于大二学生;场独立者的他人情绪识别、一致性理解和正向应对及总的共情能力显著高于场依存者;认知方式与共情能力之间存在显著正相关,认知方式对共情能力具有显著的预测作用。     

场独立——场依存认知风格指导下的少数民族学生英语阅读教学

本文通过对场独立——场依存两种认知风格的讨论,结合少数民族学生的英语阅读教学,分析了场独立和场依存型学生的学习行为的差异性及这两种认知风格与少数民族学生英语阅读教学的关系和指导作用。     

Cognitive style and educational performance. The case of public schools in Bogotá, Colombia

This study analyses the relationships among educational performance, field dependence-independence cognitive style and factors traditionally associated with performance and style, to build a comprehensive model of factors associated with the levels of education performance of students in Bogotá. A total of 3003 students, of grades 8 and 10, from 62 public schools of the city of Bogotá, Colombia participated in the study. An analysis of multiple correspondences and a path analysis were carried out. A relationship between cognitive style and educational performance was found: field-independent students are more likely to obtain high-performance levels both in standardised tests and in teachers’ evaluations. The path analysis shows that there are two directions in the association: a direct path leads to a positive association: higher levels of field independence produce better performances; an indirect path leads to a negative association: higher levels of field independence produce indiscipline and, consequently, lower performances.     

Project-based geometry learning: Knowledge and attitude of field-dependent/independent cognitive style students

The authors in a convergent parallel mixed method design aimed to investigate whether and how the geometry knowledge and attitude toward geometry of students with field-dependent/independent cognitive style improve differentially within a project-based learning environment. Quantitative data were collected from 97 seventh-grade students before and after the treatment. Repeated measures multivariate analysis of covariance results, controlling for gender and prior mathematics achievement, revealed a statistically significant main effect of time but not cognitive style. Follow-up repeated measures analysis of covariance by controlling the experiment-wise alpha level indicated that field-dependent, field-mixed, and field-independent students achieved a statistically significant mean increase for all measures. The qualitative (classroom observations and interviews with some students) data provided evidence that contextualizing, visualizing, and collaborating opportunities in the project-based learning environment made contributions for mean increase.     

场依存性、场独立性与商务英语阅读教学

不同的学习目标、不同的学习任务和不同的学习环境,需要不同的认知风格和学习策略。在商务英语阅读教学中,关注学生的个别差异,利用认知风格中的场独立性和场依存性的理论指导阅读教学有其重要意义。教师的教学应结合学生的认知方式的特点,以培养提高学生的阅读理解能力。教师对学生认知方式的了解和尊重,能使自己的教学特点与学生的需要有机地联系起来,建立良好的师生关系,根据学生的认知特点因材施教,就能取得好的教学效果。     

Cognitive style and the effects of two instructional treatments on the acquisition and transfer of the ability to control variables: A longitudinal study

Long-term retention effects of two methods of instruction used one year earlier to teach field-dependent (FD) and field-independent (FI) sixth-grade students to control variables and to transfer this ability to novel tasks were investigated. The study also examined whether or not uninstructed seventh-grade students had acquired this ability on their own. Results indicated that Treatment I produced better retention over time for both FD and FI students than did Treatment II. Treatment II was more effective for FI students than for FD students. Significant main effects for treatment and cognitive style were found on each controlling variables task when the abilities of instructed and uninstructed seventh-grade students were compared. Field-dependent students who had received Treatment I significantly outperformed FD students who had received Treatment II and FD students who had received no instruction on how to control variables. Field-dependent students who had received Treatment II performed about as well as their counterparts who had received no instruction. Field-independent students who had received Treatment I significantly outperformed FI students who had received Treatment II on two of three measures and FI students who had received no instruction on all measures. Field-independent student who had received Treatment II significantly outperformed FI students who had received no instruction on two of three measures.     

场独立和场依赖认知风格对大学生听力理解能力的影响

Witkin认知风格理论中通过镶嵌图形测试将学习者认知风格分为场独立性和场依赖性两种,场独立风格的学习者对外界或背景依赖程度小,场依赖风格的学习者对外界或背景的依赖程度大。场独立和场依赖认知风格对学习者的二语习得能力具有不同影响,听力理解能力同样受到不同认知风格的影响,学习者认清自身认知风格并在教师指导下有针对性地进行策略训练将有效提高听力理解水平。     

The effects of cognitive style and course content on classroom social behavior

This study of the effects of course content and cognitive style on students' classroom social behavior utilized 29 boys experiencing academic difficulties. After completing the Embedded Figures Test, each subject was assigned to either field-dependent (FD) or field-independent (FI) groups. Systematic observations of the two groups' classroom behaviors in French and mathematics classes were compared using ANOVA techniques. Results showed that the social behavior profiles of the two groups were the same on 18 behavioral categories. However, consistent with previous findings, FI subjects were more disruptive than FD subjects. Variance in social behavior was due principally to course content. The interactive effects of cognitive and task characteristics on social behavior are discussed within a cognitive-behavioral perspective.     

场认知风格与高职生英语阅读的相关性研究

场独立／场依存认知风格是指人在知觉活动中表现出的对外界参照所依赖的不同程度。场认知风格对英语阅读有着重要的影响。大多数高职学生具有场依存性倾向,而场独立型学生的英语阅读能力好于场依存型学生。通过有意识地培养和转换这两种认知风格,采取匹配的教学策略,对提高高职生的英语阅读成绩具有一定的帮助。     

Cognitive style and the acquisition and transfer of the ability to control variables

This study examined the effects of an instructional procedure designed to teach both field-dependent and field-independent sixth graders to control variables and to transfer this ability to novel tasks. Students were randomly assigned to either a treatment group taught with a special instructional procedure adapted from Case or a group where students freely explored science equipment without receiving feedback. Three posttest tasks administered approximately four weeks after the last training session served as retention and transfer measures. Results indicated that students receiving the special instructional treatment correctly tested significantly more variables on the posttest tasks than did students in the other group. Within-group analyses revealed that the special treatment was effective for field-dependent as well as field-independent students, while the other treatment was effective for only field-independent students.     

The effects of search tool type and cognitive style on performance during hypermedia database searches

This study investigated the effects of search tools and learner cognitive styles on performance in searches for information within a hypermedia database. Seventy-five students in a university English as a Second Language (ESL) program were blocked for field dependence and assigned to one of four treatments: browser, index/find, map, and all tools. Subjects searched the hypermedia database, EarthQuest, for facts to answer practice and posttest questions on science topics. Results revealed a significant interaction between search tool and cognitive style. Field-independent learners performed significantly better than field-dependent learners under the index/find and map treatments. Subjects in the four treatment groups accessed information from the database differently. Furthermore, cognitive style was significantly related to achievement, tool use, and attitude. Implications for the design and instructional use of hypermedia databases are provided.     

教学风格与学习风格在公共英语教学中的整合

学生作为学习的个体有着自己独特的学习风格,按照不同的分类标准,可分为:独立型、依存型、视觉型、听觉型、动手型等。教师作为知识传授的个体其风格也可划分为不同的类型,例如,知识渊博型、权威型、示范型、促进型等。在公共英语教学中,教学风格与学习风格发生冲突会带来很多负面影响,大大降低学生的学习效率也会影响老师的教学效果。为避免这种情况的发生,要求采用"兼容型教学风格",以适应大多数学习者的学习风格,提高学生英语学习兴趣。     

Cognitive Style,Gender, Attitude toward Computer‐assisted Learning and Academic Achievement

This paper reports an investigation of cognitive style, gender, attitude toward using computer‐assisted learning (CAL) and academic achievement among university students. A Group Embedded Figures Test was used to assess students’ cognitive style and a questionnaire was used for the evaluation of students’ attitude toward CAL. The results revealed that students have positive attitudes toward CAL but they were not prepared to rely entirely on CAL. A 2 x 2 ANOVA was used to investigate the effect of cognitive style and gender on the attitude toward CAL. The results revealed that male students preferred using CAL significantly more than females and field dependent students were more prepared to rely entirely on CAL than field independent students. On the other hand, there was a significant difference between males and females in their achievement scores in favour of the male group. But there was no difference between field dependence and field independence groups in their achievement. The results also revealed no significant relationship between students’ attitudes toward CAL and their achievement in these courses.