CAJ | 학술논문

阅读是我们日常生活中的一项重要认知活动。利用插图来帮助人们提高阅读理解能力是一种常用的方法。本研究选取了40名大学生做被试, 使用眼动仪考察了图文相关程度（高和低）对不同认知方式大学生（场依存型和场独立型）图文阅读的影响。结果发现：（1）图文相关性对不同认知方式读者影响不同, 图文相关程度对场独立型读者的阅读成绩无显著影响, 但对场依存型读者影响显著。场依存型读者对高相关材料的阅读理解成绩显著优于低相关材料。（2）场依存型读者在阅读不同相关图文时会主动调整加工对象。图文相关高时, 场依存型读者更多注视插图; 而图文相关低时, 场依存型读者更多注视文字内容。此外, 场依存型读者在图文之间的转换和对文字的注视点平均持续时间多于场独立型读者。本研究认为，高相关插图有助于提高场依存型读者的阅读成绩；场依存型读者在阅读不同相关程度图文时会主动调整加工对象。
열독시아문일상생활중적일항중요인지활동。이용삽도래방조인문제고열독리해능력시일충상용적방법。본연구선취료40명대학생주피시, 사용안동의고찰료도문상관정도（고화저）대불동인지방식대학생（장의존형화장독립형）도문열독적영향。결과발현：（1）도문상관성대불동인지방식독자영향불동, 도문상관정도대장독립형독자적열독성적무현저영향, 단대장의존형독자영향현저。장의존형독자대고상관재료적열독리해성적현저우우저상관재료。（2）장의존형독자재열독불동상관도문시회주동조정가공대상。도문상관고시, 장의존형독자경다주시삽도; 이도문상관저시, 장의존형독자경다주시문자내용。차외, 장의존형독자재도문지간적전환화대문자적주시점평균지속시간다우장독립형독자。본연구인위，고상관삽도유조우제고장의존형독자적열독성적；장의존형독자재열독불동상관정도도문시회주동조정가공대상。
Reading is an important cognitive activity in our daily life. Illustrations are usually used to facilitate the reading comprehension of the readers. Forty college students were sampled for this experiment. Using Eye View Monitoring Systems, this research examined the effects of two different levels of illustration-text relativeness （e.g. high vs. low） on the reading of two groups of the college students. One group was identified with the field dependence cognitive style, while the other was with the field independence cognitive style. The results indicated that：（1） the level of illustration-text relativeness demonstrated different effects on the reading of the two groups of the participants. No significant effect of the level of illustration-text relativeness was found on the reading of the participants with the field independence cognitive style, while corresponding significant effect was detected for the group with the field dependence cognitive style. Besides, the group with the field dependence cognitive style scored significant higher on the reading with high level of illustration-text relativeness than that with low level of illustration-text relativeness. （2） the participants with the field dependence cognitive style tended to actively adjust their focus of reading based on the level of the illustration-text relativeness. It is found that when the level of relativeness was high, these participants would focus more on the illustrations, while when the level was low, they would focus more on the texts instead. Besides, the average duration time for switching between the illustration and text as well as the attention on text was found to be longer for the participants with the field dependence cognitive style than for those with the field independence cognitive style. This study implied that high level of illustration-text relativeness could facilitate the reading comprehension of the readers with the field dependence cognitive style, who could actively adjust the objects to be processed when they read the materials with different levels of illustration-text relativeness.