Role of Field-Dependence/ Independence in Chinese Gradate Students’ Reading Test Performance
To understand the role of field-dependent/field-independent (FD/I) cognitive style in Chinese graduate students‘ performance on two different reading tasks (cloze and multiple-choice) and explore the cognitive processing underlying their reading test performance, this study employed mixed method and sampled 78 Chinese graduate students of non-English majors by Group Imbedded Figure Test(GEFT), reading test and retrospective verbal probing. The results showed that there were no significant differences between FD and FI students in their performances on both reading tasks. Differences in cognitive processing between FD and FI students are also negligible. The role of cognitive style in students reading performance is uncertain. Results from the verbal probing question the meaning of FD/I cognitive style and suggest future research in validating such construct.
Chinese graduate students FD/I style Reading task GEFT Verbal probing
CAO Man HONG Yihua
School of Foreign Languages, Wuhan University of Technology, Wuhan, P.R.China 430070 Ontario Institute for Studies in Education, University of Toronto, Toronto, Canada
国际会议
The 5th International Conference on Product Innovation Management(第五届产品创新管理国际会议 ICPIM 2010)
武汉
英文
1423-1430
2010-07-10（万方平台首次上网日期，不代表论文的发表时间）