The Illustrations Effect With Different Cognitive Style In The Process Of College Students' Reading

In the process of reading, if illustrations with the text of the article as essay structure as a vital part of the organic combination, can have an important impact on reading comprehension. There are various factors with effect of illustration, but the characteristics of readers can play an important role.Field dependent individual depend more on external search when reading,and this style of reading can help studying social science article, and more easy to use illustrations. Instead of field independence individual higher cognitive reorganization can suit for highly inferential natural science article, and less influence by illustrations.So the cognitive style of readers, types of text, the title, the mark with illustrations are closely related to reading comprehension.The purpose here was to study the illustrations effect difference between FD and FI individuals in the comprehension of reading text.In this study,2 experiments were performed, Experiment 1 studied differences between FD and FI individuals by using existence of illustrations and different type of text content, which adopted 2 (cognitive style: FD, FI)×2 (existence of illustrations:with illustration, without illustration)x2 (type of text content:natural science, social science) mixed factorial design. Cognitive style and existence of illustrations were between-subject variables and type of text content was within-subject variable. Experiment 2 studied differences between FD and FI individuals by using existence of title in text and existence of markers on illustration, which adopted 2 (cognitive style: FD, FI)×2 (existence of title: with title, without title)×2 (existence of markers with markers, without markers) mixed factorial design. Cognitive style and existence of markers were between-subject variables and existence of title was within-subject variable.The results indicated:(1) Illustrations of the article plays a positive effect, reading articles with marked illustrations promote the reading. (2) Illustrations effect difference between FD and FI individuals in the comprehension of reading texts with illustration and without illustration. Illustrations can better promote for FD students'reading than FI. (3) Illustrations effect difference between FD and FI individuals in the comprehension of reading texts of natural science and social science. Field dependent students specialize in learning social science articles, and field independent students specialize in studying natural science articles. (4) The title of articles have a positive role for reading. (5)The title of articles and the markers of illustration have a positive role for reading together. (6) Illustrations effect difference between FD and FI individuals in the comprehension of reading texts with markers and without markers. Illustrations with markers can promote FD students'reading better than FI students'reading.