The Developmental Study Of Cognitive Style To The Effects Of Implicit And Explicit Memory Between Secondary And College Students

Cognitive style and its relationship with memory in recent years has become a research focus in cognitive developmental psychology. Field independence and field dependence are two important cognitive styles. Recent studies have different cognitive styles of implicit memory and explicit memory, the lack of a graphic for the material, from a development point of students of different cognitive styles in implicit and explicit memory.In this study, graphics were used to analyse the effects of different cognitive styles to implicit memory and explicit memory between the middle school students and university students, proceed comparative research between different grades. We choosed 108 different grades students, employing Jacoby's process dissociation procedure to field independence and field dependence, and analyzed the grades of consciousness extraction and automatic extraction by two factors completely randomized design. The results revealed that:1 Cognitive style had no obvious effect on implicit memory, but explicit memory was significantly affected. From the studies, when the pictorial information into the long-term memory, it need graphical analysis of the various features. This matches with the more powerful analysis of the field independence individuals. Therefore, the explicit memory grades of the field independence individuals are better than the field dependence individuals. The advantage of analysis of the field independence individuals does not appear in the unconscious implicit memory. So the individual difference of filed cognitive styles had no obvious effect on implicit memory.2 There was a difference between implicit and explicit memory in different grades, that is to say, the age had no significant effect on implicit memory but had a significant impact on explicit memory. As children grow older, their knowledge of the world is also more and more, which makes their memory of things relatively easier, faster processing of information, showing a higher memory level. This can be seen outside the explicit memory capabilities. However, not being perceived as implicit memory, its change is relatively slow, but relatively stable. So, this study supported this view:the implicit memory and explicit memory are the development of separation, and the theory of multipe memory systems.3 The grade had a significant effect on implicit memory for the filed dependence individuals. They depend on the surrounding "field" when making judgments. For the presentation of the material, they will extract more sensory information, although the information which can be seen is the same. But with age, the reaction speed and ability to extraction are increasing, so the judgement is easier.4 Cognitive style had significant effect on implicit memory for Sophomore. That is to say, the field independent individuals in the implicit memory scores are higher than the field dependent individuals. Because the field independent individuals of psychology differentiation are higher than the field dependent individuals, they rely on their own standard when judging, and rely on the information already in their mind when processing information, but less rely on the present material. They are better at focusing to make judgements on the current materials, but the field dependent individuals depend on the surrounding "field" of influence and are affected by the surrounding environment, but yet not enough time to paied when judging. So the two results are significantly different.