| In this study, the Embedded Figure Test (EFT) and Analogical Chinese Words(ACW) were used to examine respectively the cognitive styles and memory achievements of 165 subjects sampled randomly, which consisted of 55 junior, 60 senior middle school students and 50 college students. The results indicated that: (1) the grade difference of ACW was significant in the extreme, the trend was ACW increased with grade. The difference of ACW between junior and senior middle school students was significant highly as it between junior middle school students and college students, but it was not significant between senior middle school students and college students;(2) the difference of ACW was not significant between different cognitive styles of junior and senior middle school students, nevertheless, it was significant for college students that the field-dependence subjects were superior to field-independence subjects;(3) the difference of ACW between simultaneous processing and successive processing was not significant for each grade;(4) the gender difference of ACW for junior and senior middle school students was not significant, however, it represented that, for college students, female was better than male;(5) it represented that , on pronunciation-dimension, the homophonic words were superior to non-homophonic ones for junior middle school students;(6) for junior middle school students, the high frequency words were superior to low frequency ones meanwhile, the "low frequency - high frequency "pair-bound words were better than "high frequency - low frequency "ones;(7) it represented that , on meaning-dimension, the number words weresuperior to animal words for junior and senior middle school students;(8) it represented that, on sequence-dimension, the left words were superior to right words for all three grades students, however, on "correctness pairwise" sub-dimension, the frontal ten words were superior to the latter ten words.
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