不同认知风格小学生的言语和 视觉空间工作记忆.

Objective: To explore the developmental characteristics of different cognitive styles on verbal and visuospatial working memory of primary school students. Methods: The Mosaic graph test was used to test the cognitive style of students in grades 2, 4 and 6. The three-factor mixed experiment of 2 (cognitive style: field independent, field dependent) x 3 (grade: 2,4,6) x2 (task type: letter task, spatial task) was carried out. The 2-back task was used to measure the working memory characteristics of students with different cognitive styles, and the repeated measurement ANOVA was performed on the accuracy of letter and spatial tasks of 175 effective subjects. Results: The accuracy of letter task and spatial task of field independent primary school students were higher than that of field-dependent primary school students (P<0.001). The accuracy rate of letter task for field independent primary school students was higher than that of space task(P<0.001). The accuracy of two kinds of tasks of field independent students in grade 6 was better than that of field independent students in grade 2 and grade 4(P <0.05). Conclusion: There are differences in the development of verbal and visuospatial working memory of primary school students with different cognitive styles, which may also be related to task type and age. [ABSTRACT FROM AUTHOR]