The Inlfuence Of Title Character,Cognitive Style And Sample Type On Graphics Reasoning Of University Students

Graphics reasoning is a kind of important cognitive form and its level is one of the main indices ofindividual cognitive development. Compared to other reasoning materials, graphic materials are better atavoiding the influence of knowledge experience and language ability, which reflect more objectivelyindividual thinking development process.Recently, the form of graphic reasoning subjects in administrativeaptitude test of the civil servants are constantly changing and its difficulties are getting deeper. In thispaper,we studied the influence of the title character, cognitive style and sample type on graphics reasoning.In the study, we selected the sophomore as subjects in two concrete experiments. In study1, weutilized3(graphics reasoning type)×2(graphics reasoning type difficulty) experimental design, and thedependent variables are graphics reasoning results, cognitive load and cognitive fatigue. In study2, weutilized2(cognitive style)×3(sample type) experimental design, and the dependent variables are thegraph reasoning strategy, achievements and cognitive load.Through the two studies, we got some conclusions as following:First, the performance of style graphics reasoning is better than that of the number graphics reasoningand the position graphics reasoning. There are no significant differences between the performance of thenumber graphics reasoning and the performance of the position graphics reasoning.Second, the cognitive load after completing the style graphics reasoning is lower than that of thenumber graphics reasoning and position graphics reasoning. There is no significant differences between thecognitive load after completing the number graphics reasoning and the position of graphics graphics reasoning.Third, the cognitive fatigue after completing the style graphics reasoning is lower than that of thenumber graphics reasoning and position graphics reasoning. There is no significant differences between thecognitive fatigue after completing the number graphics reasoning and the position of graphics graphicsreasoning.Fourth, students with field dependence tend to use the rule-constructing strategy while students withfield independence tend to use item-deleting strategy.Fifth, the performance of students with field dependence in solving the graphics reasoning is higherthan that of students with field independence. The performance of graphics reasoning of explainingthemselves-sample is higher than that of no sample and analytical-sample.Sixth, the cognitive load of students with field dependence sloving the graphics reasoning is lowerthan that of students with field independence. The cognitive load of students sloving the graphics reasoningof analytical-sample is lower than that of no sample and explaining themselves-sample.