The Experimental Study On Illustration Effect In Reading Of Scientific Articles

The research is consisted of three experiments. From the perspectives of the materials and learners ,the researsher uses the experimental method to examine the influence of the presentation styles , the learners' cognitive levels and cognitive styles on the illustration effect. From the experiment of 3 (grades) ×5 (presentation styles), we can conclude :different presentation styles have great influence on the scores of the learners; 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 clues; presentation styles have more influence on the group of primary schools. From the experiment of 3 (cognitive levels) ×2 (presentation styles), we can draw the following conclusions: the main effect of cognitive levels is very significant; the scores 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 with illustrations performs much better than the group without illustrations;the interactive effect between cognitive levels and presentation styles reaches a significant level; and the illustrations are of more benifit to the group of high cognitive level. From the experiment of 2 (cognitive styles) × 2 (presentation styles), we can conclude: in the reading of comprehensive questions, the interactive effect between cognitive styles and presentation styles reaches a significant level; the illustrations are of more benifit to the group of field dependence. In a word, when reading scientific articles, the illustrations make more benefits, and how many benefits can make depends on the presentation styles of the illustrations and the features of the learners, such as the cognitive levels and styles of the learners etc.