The Difference Of Explicit And Implicit Learning In Junior Middle School Students With Different Cognitive Styles

In the reseach, The junior middle school students were taken as object in the experiment. The Group Embedded Figures Test (GEFT) was used to differentiate student's field cognitive styles, field dependent or field independent (FDI). So, participants were divided into two groups: one was field dependent (FD) and the other was field independent (FI). By means of difficult artificial finite state grammar and easy bi-conditional grammar, which respectively stood for converging operations on difficult materials and easy materials, the research was to explore the difference on explicit and implicit learning of the subjects in different cognitive styles. In the conclusion, their characteristics of diffenent cognitive styles were summarized.There were two experiments in the research, one was difficult artificial finite state grammar test, and the other was easy bi-conditional grammer test. In the first experiment, it was explored how the difficult artificial finite state grammar influence the diffenent cognitive styles of the participants. In the second experiment, it was explored how the easy bi-conditional grammar influence the diffenent cognitive styles of the participants. In these two experiments, the way of two rounds of learning and exersizing were taken to explore the time effect. Some private interviews were done follow the experiments, to get some information about their reaction during the experiments and explore the existence of implicit learning.The results were as follows:1. It proved the existence of implicit learning in Middle school students of different cognitive style in the reaseach.2. In the finite-state grammar test, the study ability of (FI) was better on the condition of implicit learning, while the study ability of (FI) was better on the condition of explicit learning in the bi-conditional grammer test. 3. With the grade increasing, both the cognitive style implicit learning ability and explicit learning ability improved in succession, while it had no sex distinct.4. There was time effect, for the subjects'score becomed better and better as time gone.5. Implicit learning had contributed more under the experimental condition of finite-state grammar, while explicit learning had contributed more under the experimental condition of bi-condition grammer.