Effects Of Cognitive Style And Learning Level On Semantic Memory

Semantic memory is the memory of basic facts about the world,including the memory of vocabulary,concepts,rules and other knowledge.It stores a lot of important knowledge information.However,human memory is not invariable.After being interfered and influenced by various factors such as environment,psychological state,stress and suggestion,memory is prone to be distorted and reconstructed.In real life,we often use phrases or sentences to express ideas,illustrate facts or memorize knowledge.Therefore,it is of great significance to study semantic memory.In this study,we selected the popular science and common-sense sentences from the Baidu library as the materials for learning and judging in semantic memory.The sentences can be divided into true proposition and false proposition.Using the pre-test-learning-recognition Paradigm,by manipulating the level of material learning,the authors attempted to change the subjects' initial beliefs,and explored whether the subjects with different cognitive styles under the induction of the main experiment had any effect on the memory of the original information and the change of the original belief under different times of learning.In other words,this study focused on how the field-dependent and field-independent subjects' memory of true and false statements changed through different times of induction and learning,as well as whether the original beliefs changed,and whether the sentences previously considered as false statements were considered as true statements,and explained the reason of belief change through the theory of false memory.In this study,173 high school students were selected as subjects,and it used a 3 ×2 between-subjects design to explore the effects of different level of learning and cognitive styles on semantic memory.Independent variable 1 was the cognitive style as between-subjects variables were divided into two levels: field-dependent andfield-independent;independent variable 2 is learning level as between-subjects variable,which is divided into three levels: low(1 time for learning materials),medium(3 times for learning materials),and high(5 times for learning materials).The dependent variables were(1)the correct recognition rate and the false recognition rate of the learning materials;(2)the discrimination index d' and the judgment standard C of signal detection theory;(3)the frequency of the change from "believing to be false" to "believing to be true" and the change degree of the self-confidence before and after the test.The control variable was the participants' familiarity with the sentences.The results showed:(1)cognitive style had no effect on the correct recognition rate of material memory,learning level had a marginal effect on the correct recognition rate,and the correct recognition rate of learning 5 times was significantly lower than that of learning 1 time and learning 3 times.There was no significant difference in the correct recognition rate between learning 1 time and learning 3 times.(2)cognitive style had no effect on the false recognition rate of material memory,and learning level had significant difference on the false recognition rate.The false recognition rate of learning 5 times was higher than that of learning 1 time and learning 3 times.There was no significant difference in the false recognition rate between learning 1 time and learning 3 times.(3)cognitive style and learning level had no effect on discrimination index d'.(4)cognitive style had no effect on judgment standard C,and learning level had significant difference on judgment standard C,among which the judgment standard of learning 5 times was significantly lower than that of learning 1 time and learning 3times.There was no significant difference between the judgment standard of learning1 time and learning 3 times.(5)cognitive style and learning level had no significant effect on the frequency of the change from "believing to be false" to "believing to be true".However,there was a significant positive correlation between the learning level and the degree of belief change.The more times of learning,the more obvious the change from "believing to be false" to "believing to be true".(6)cognitive style had a marginal effect on the change degree of self-confidence,and the field-independent subjects were more confident than the field-dependent subjects.There was a significant difference in the change degree of self-confidence in learning times,among which the change degree of self-confidence in learning 5 times was significantly higher than that in learning 3 times,and the change degree of self-confidence in learning 5 times and learning 1 time was marginal significant.There was no significant difference between the change degree of self-confidence of learning 1 time and learning 3 times.It can be concluded that(1)cognitive style has an impact on the confidence of semantic memory recognition,and field-independent individuals are more confident.(2)learning level has an impact on the correct recognition rate and judgment criteria of semantic memory.The increase of learning times leads to the decrease of individual judgment criteria and accuracy.(3)the increase of learning times enhances the individual's confidence in self-recognition,and changes the original confidence to some extent.