The Characteristics Of Field Cognitive Style In Middle School Students And The Relationship Between It With Chinese Reading

Reading was the process of extracting and processing the visual information to people,and it would be affected by the field cognitive style.So the behaviors of different field cognitive style of the individuals would be different.This paper studied the characteristics of the middle school students' field cognitive style,and we discussed the field cognitive style effect,the reading task effect and the word frequency effect in the middle school students' reading behavior.This research included the following two parts:The first part was the investigation.We used the Embedded Figures Test(EFT)to research the field cognitive style of middle school students in China,and to study the relationship between it with Chinese reading scores,and also to screen of the subjects for the next reading experiment.This survey showed that the scores of middle school students on field cognitive style test in our country were significant in grade variables,but they were not significant in gender variables,and it was correlated with Chinese reading scores.The second part was the reading experiment.We mainly used sentence reading experiment researched the effects of field cognitive style,reading tasks and the word frequency in Chinese reading for middle school students.In this part,included two reading tasks,one was the reading for comprehension task,and the other was the topic scanning task.In the reading for comprehension task,behind every sentence would display a comprehension question about the content,but in the topic scanning task,only the sentence which related to "clothes" would have an understanding question.The results showed that,the field cognitive style effect,the reading task effect and the word frequency effect in the middle school students' reading behavior were all significant,the interaction between field cognitive style and reading task and the interaction between reading task and word frequency were also both significant,but the interaction between field cognitive style and word frequency was not significant,and the interaction of field cognitive style,reading task and word frequency was also not significant.Based on the above results,this study has drawn the following conclusions:1.The characteristics of field cognitive style in middle school students had gradedifferences,as the growth of the grade,individual tended to field-independence.2.The characteristics of field cognitive style in middle school students didn't have gender differences,the trend of the field cognitive style between boys and girls were consistently.3.The scores of middle school students on field cognitive style test were positively correlated with reading capability.Compared with field-dependent subjects,the field-independent subjects had more advantages in Chinese reading.4.Field cognitive style effect,reading effect,and word frequency effect were all reflected in the middle school students' reading behavior.5.Reading task would adjust the field cognitive style effect and the word frequency effect in Chinese reading.Field cognitive style effect was more outstanding in topic scanning task,but word frequency effect was more apparent in reading for comprehension task.6.Different cognitive style middle school students also had word frequency effect both in reading for comprehension task and in topic scanning task.And the type of field cognitive style had no interferences in word frequency effect during both two tasks.