科技文阅读中插图效应的实验研究-发展与教育心理学专业毕业论文.docxVIP

摘要本研究由三个实验组成，采用实验法分别从材料和学习者的角度考察了材料 摘要 本研究由三个实验组成，采用实验法分别从材料和学习者的角度考察了材料 的呈现方式、学习者的认知水平和认知方式对插图效应的影响。通过实验一3(年 级)x 5(呈现方式)得出结论：材料的不同呈现方式对被试成绩影响显著，有 图明显好于无图，有提示明显好于无提示，小学组被试受材料的呈现方式影响更 大：实验二3(认知水平)X 2(呈现方式)得出结论：认知水平主效应非常显 著，高认知水平组成绩显著高于低认知水平组，呈现方式主效应非常显著，有图 组显著高于无图组，认知水平x呈现方式交互作用显著，插图对高认知水平组帮 助更大；实验三2(认知方式)X2(呈现方式)得出结论：在理解类题目中， 认知方式和呈现方式的交互作用显著，场依存性学生在有插图文章中受益更大． 总之，在科技文阅读中，插图的作用利大于弊，插图作用发挥的大小依赖于插图 的呈现方式以及学习者的特点，例如学习者的认知水平和认知方式等． 关键词：插图、插图效应、认知水平、认知方式 AbstractThe Abstract The research is consisted of three experiments．From the perspectives of the materials and learners,the mse籼Jhcr USeS the experimental method to examine the influence ofthe presentation sWles，the learners’cognitive levis and cognitive s锣les on the illustration effect．From the experiment of3(grades)x5(presentation styles)， we can conclude：different presentation styles have great influence On the scores of the learn=s；the group with illustrations performs much better than the group without illustrations；the performance of the group with clues is much better than the group without ches；presentation styles have more influence on the group of primary schools．From the experiment of3(cognitive levels)x2(presentation styles)，we can draw the following conclusions：the main effect ofcognitive levels is very significant； the scorl嚣of high cognitive level group is much higher than the low cognitive level group；the main effect of presentation styles is also very significant；the group wilh illustrations performs much better than the group without illustrations；the interactive effect between cognitive levels and presentation s锣les reaches a significant level； and the illustrations are ofmore banifit to the group ofhigh cognitive level．From the experiment of2(cognitive styles)x2(presentation styles)，we can conclude：in the reading of comprchemsive questions，the interactive effect between cognitive styles and presentation styles reaches a significant level；the illustrations are ofmore benifit to the group of field depe