| This study used experimentations to explore the relationship of cognitive style ,learning strategies and studying achievement. There were 97 middle-schoole students to take part in these experimentations which include two parts: CSA(Cognitive Style Analysis) which is a program presented by computer to exam one's cognitive style(in this study,wholist-annlytic and Verbal-Visualise dimensions were both used). We divided subjects into 3 styles according to their marks in each dimensions of CSA. The results showed that:1. There are no relationship between the marks of wholist-annlytic dimension and Verbal-Visualise dimension. Boys and girls have no differents in these dimensions. In wholist-annlytic dimension, the whole scores of students on two types have no sigfince differents. Students of annlytic type students perform better than annlytic type students in history. In Verbal-Visualise dimension, verbal type students do better than Visualise type students on study.2. In cognitive strategies, metacognitive strategies and resource management strategies, as 3 dimensions of study strategies, and every dimension of those three strategies students of different cognitive styles have no differences. But students of different cognitive styles act differently in the same earning strategies3. cognitive styles affect choice of studying achievement, but these effect has no relationship with learning strategies...
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