大学生言语、表象认知风格个体在记忆系统中信息表征偏好的研究
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摘要
本论文运用文献法、测验法、实验室实验法和访谈法对认知风格聚合理论结构及大学生言语、表象认知风格个体在记忆系统中信息表征的偏好进行了理论和实证研究:(1)对认知风格的建构、测量方法和记忆机制进行了系统文献综述。(2)对“认知风格分析测验”进行修订,初步制定了适合中国大学生群体的常模。(3)运用上述测量工具对言语和表象风格的大学生在工作记忆和长时记忆中信息表征偏好情况进行了研究。结果表明:工作记忆的子系统作为言语-表象认知风格的作用机制的假设得到支持;在语义记忆中言语型风格个体比表象型风格个体对抽象词的再认表现出表征偏好,在对具体词的再认中,这种偏好被双重编码联合效应掩盖;言语、表象认知风格个体在情景记忆的策略选择中存在差异,言语型风格个体倾向选择归类和语义方式的精细加工策略,表象型风格个体则偏爱图像和场景的精细加工策略。
Cognitive style refers to one’s consistent and individualized way of organizing and processing information, so it is one of the most important variables showing the differences between individuals. The cognitive style polymerization theory presented by Riding is a comparatively thorough one whose orientation is centered on cognition. But at the present time, there are still controversial ideas about the reliability of Riding’s cognitive style test abroad. Domestically the relevant study is limited to the interpretation of his theory and there is no research on the rationality and applicability of the test. The relevant study is mainly in the application of it in China, which emphasizes on the affect of cognitive style on individuals, but there is very little research on the mechanism of cognitive style dimension in the stages of cognition processing.
My research is based on cognitive style polymerization theory but revises it and tests it with psychometrical quality test by introducing cognitive style analysis test. As a result, the primary norm for Chinese college students is made. Combining psychometric test, cognitive psychological method and interviews, with the focus on the preference representation of individuals of verbal-imagery cognitive style in working memory and long-term memory,
this dissertation deals with the mechanism of verbal-imagery cognitive style dimension systematically. It is divided into the following five parts: The first part is the theoretical study. It mainly includes: 1. A summary of the study of cognitive style theory, which expounds the development of cognitive style theory; 2. An introduction to the three orientations of cognitive style study; 3. The content of cognitive style polymerization theory and its testing method; 4. The multiple theories concerning memory and the features of information presentation and its coding; 5. A survey of the study of the mechanism of cognitive style in memory system in the past. The second part is the thesis and the research plan. 1. An analysis of the problems in the past study; 2. The presentation of the concrete thinking; 3. The formulation of the research plan; 4. The argumentation of the theoretical and practical significance of the research. The third part is the revision of the cognitive style test and the creation of the norm for Chinese college students. The original CSA is revised. 508 college students are tested and the revised test is checked with psychometrical quality test. The result shows that all the items in the revised test have quite good differentiability and the test has quite satisfactory construct validity. After the reliability of the test is examined, it shows that this test has quite good internal consistency and reliability, which have reached the level of reliability and validity required by psychometrics. In the end, the norm of each
dimension of the test for Chinese college students is set. The comparison between the two dimensions of cognitive style in terms of sex, grade, city and country, sciences and arts shows no obvious difference. This means that sex, age, environment and major have no remarkable influence on the cognition of college students. The fourth part is the experiment. It includes: First the preference of verbal-imagery cognitive style in working memory, which includes the following aspects: 1.The relation between verbal-imagery cognitive style and the span of different working memories. The result shows that verbal-imagery cognitive style dimension and working memory span of reading and visual space are not related to each other, which proves the achievement of the former studies. The result also supports the theory that cognitive style and liquid wisdom are not related, so it also proves the construct validity of cognitive psychology. 2. The processing preference of individual verbal-imagery cognitive style in the subsidiary system of working memory concerning reading comprehension. Individuals of verbal cognitive style prefer to use the function of phonological loop to process the information of reading comprehension, while individuals of imagery cognitive style prefer to use the function of visuo-spatial sketchpad to process the information of reading comprehension, especially when they deal with rather difficult reading comprehension materials. So the mechanism of verbal-imagery cognitive style in subsidiary system of working memory is proved. Secondly, the preference of verbal-imagery cognitive style in long-term
memory, which shows that: 1. The individuals of verbal and imagery cognitive style show no obvious difference in their speech and idea presentation in long-term memory. 2. The individuals of verbal-imagery cognitive style show certain differences in their speech and idea presentation in semantic memory. Compared with individuals of imagery cognitive style, individuals of verbal cognitive style show preference of re-cognition of abstract words, but this preference is hidden in the re-cognition of concrete words by dual-coding effect. 3. Individuals of verbal-imagery cognitive style show no obvious difference in their speech and idea presentation in episodic memory. 4. Individuals of verbal-imagery cognitive style show obvious differences in the strategic choice in episodic memory. Namely, individuals of verbal cognitive style prefer elaboration of classification and semantic method, while individuals of imagery cognitive style prefer elaboration of pictures and scenes. The fifth part is the conclusion. First, an overall discussion, which focuses on the revision of cognitive style testing tool and the psychometric quality test, the establishment of college students norm and the trans-cultural comparison of the features of cognitive style, and the preference presentation of individuals of verbal-imagery cognitive style in memory system. Secondly, an overall conclusion, which includes the following aspects: 1. The revised cognitive style analysis test has the acceptable index of psychometrics; 2. The primary norm of Chinese college students is set and Chinese
Cognitive style refers to one’s consistent and individualized way of organizing and processing information, so it is one of the most important variables showing the differences between individuals. The cognitive style polymerization theory presented by Riding is a comparatively thorough one whose orientation is centered on cognition. But at the present time, there are still controversial ideas about the reliability of Riding’s cognitive style test abroad. Domestically the relevant study is limited to the interpretation of his theory and there is no research on the rationality and applicability of the test. The relevant study is mainly in the application of it in China, which emphasizes on the affect of cognitive style on individuals, but there is very little research on the mechanism of cognitive style dimension in the stages of cognition processing.
My research is based on cognitive style polymerization theory but revises it and tests it with psychometrical quality test by introducing cognitive style analysis test. As a result, the primary norm for Chinese college students is made. Combining psychometric test, cognitive psychological method and interviews, with the focus on the preference representation of individuals of verbal-imagery cognitive style in working memory and long-term memory,
this dissertation deals with the mechanism of verbal-imagery cognitive style dimension systematically. It is divided into the following five parts: The first part is the theoretical study. It mainly includes: 1. A summary of the study of cognitive style theory, which expounds the development of cognitive style theory; 2. An introduction to the three orientations of cognitive style study; 3. The content of cognitive style polymerization theory and its testing method; 4. The multiple theories concerning memory and the features of information presentation and its coding; 5. A survey of the study of the mechanism of cognitive style in memory system in the past. The second part is the thesis and the research plan. 1. An analysis of the problems in the past study; 2. The presentation of the concrete thinking; 3. The formulation of the research plan; 4. The argumentation of the theoretical and practical significance of the research. The third part is the revision of the cognitive style test and the creation of the norm for Chinese college students. The original CSA is revised. 508 college students are tested and the revised test is checked with psychometrical quality test. The result shows that all the items in the revised test have quite good differentiability and the test has quite satisfactory construct validity. After the reliability of the test is examined, it shows that this test has quite good internal consistency and reliability, which have reached the level of reliability and validity required by psychometrics. In the end, the norm of each
dimension of the test for Chinese college students is set. The comparison between the two dimensions of cognitive style in terms of sex, grade, city and country, sciences and arts shows no obvious difference. This means that sex, age, environment and major have no remarkable influence on the cognition of college students. The fourth part is the experiment. It includes: First the preference of verbal-imagery cognitive style in working memory, which includes the following aspects: 1.The relation between verbal-imagery cognitive style and the span of different working memories. The result shows that verbal-imagery cognitive style dimension and working memory span of reading and visual space are not related to each other, which proves the achievement of the former studies. The result also supports the theory that cognitive style and liquid wisdom are not related, so it also proves the construct validity of cognitive psychology. 2. The processing preference of individual verbal-imagery cognitive style in the subsidiary system of working memory concerning reading comprehension. Individuals of verbal cognitive style prefer to use the function of phonological loop to process the information of reading comprehension, while individuals of imagery cognitive style prefer to use the function of visuo-spatial sketchpad to process the information of reading comprehension, especially when they deal with rather difficult reading comprehension materials. So the mechanism of verbal-imagery cognitive style in subsidiary system of working memory is proved. Secondly, the preference of verbal-imagery cognitive style in long-term
memory, which shows that: 1. The individuals of verbal and imagery cognitive style show no obvious difference in their speech and idea presentation in long-term memory. 2. The individuals of verbal-imagery cognitive style show certain differences in their speech and idea presentation in semantic memory. Compared with individuals of imagery cognitive style, individuals of verbal cognitive style show preference of re-cognition of abstract words, but this preference is hidden in the re-cognition of concrete words by dual-coding effect. 3. Individuals of verbal-imagery cognitive style show no obvious difference in their speech and idea presentation in episodic memory. 4. Individuals of verbal-imagery cognitive style show obvious differences in the strategic choice in episodic memory. Namely, individuals of verbal cognitive style prefer elaboration of classification and semantic method, while individuals of imagery cognitive style prefer elaboration of pictures and scenes. The fifth part is the conclusion. First, an overall discussion, which focuses on the revision of cognitive style testing tool and the psychometric quality test, the establishment of college students norm and the trans-cultural comparison of the features of cognitive style, and the preference presentation of individuals of verbal-imagery cognitive style in memory system. Secondly, an overall conclusion, which includes the following aspects: 1. The revised cognitive style analysis test has the acceptable index of psychometrics; 2. The primary norm of Chinese college students is set and Chinese
引文
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