The Effect Of Condition And Modes Of Information Presenting On Learning Of Undergraduates With Different Cognitive Style

Content: Cognitive style can be regarded as a bridge connecting cognitive psychology and personality, which is the most important factor in forming learning styles in educational psychology. Those are the tendency and the mode which people have during the process on apperception, memory, thinking and problem solution .There are three tropisms on cognitive styles: cognition centered approach, personality centered approach and activity centered approach. Field Dependence-Independence Cognitive style is the center of the research.Field Dependence-Independence rooted in the research on apperception which is developed by Witkin in 1937. It means that people have the consistency during many activities depending on external clew and internal clew. On the two poles are Field Dependence (FD) and Field Independence (FI). The FD is apt to active according to extrinsic standard, while the FI is on the contrary. We can find the difference between them on memory, thinking, emotion, learning, problem solution and sociality. Basing forward theoretical and practical researches, we put forward a new theory model about the anti-jamming ability of Cognitive style and design three experiments to study the effect on learning which is caused by the experimental setting , different materials and presenting ways of information .The result shows: 1. If we ask students to memorize mechanical materials, the achievements in quiet condition are better than those in noisy and tone conditions. The interaction between experimental conditions and Cognitive style is significant. There are no difference between noisy and tone conditions for the FI's achievements, while the tone condition has a great effect on FD's achievements. 2. If we ask students to learn comprehending materials, the main effects of experimental conditions and Cognitive style are significant. The FI's achievements are better than FD's in any conditions. The interaction between experimental conditions and Cognitive style is not significant.3. If we present materials in different ways, the main effects of presenting ways are very significant and the FI's achievements are much better than the FD's.