本研究的主要目的在探討孤立效果、認知型式及其交互作用對國中學生閱讀有意義教材的影響。在一篇文章中的某些部份以明顯的黑體字印刷，對整篇文章的閱讀成就有何影響？對孤立部份的閱讀有何影響？對非孤立部份的關讀又有何影響？孤立效果是否因不同的認知型式者而有不同的影響？這些都是本研究所欲探討的問題。
192名國二學生，其中男97人女95人，實施藏圖測驗後，男女各依其中位數分為場地獨立性與場地依賴性者，隨機分派至兩個2×2的實驗設計中。自變項是孤立效果（有孤立效果的實驗組vs.無孤立效果的控制組）及認知型式（場地獨立性vs.場地依賴性），依變項的測量有三：一是閱讀測驗總分，其目的在瞭解孤立效果對整篇文章閱讀成就的影響；二是孤立部份測驗分數，其目的在瞭解孤立效果對孤立部份閱讀成就的影響；三是非孤立部份測驗分數，其目的在瞭解孤立效果對非孤立部份閱讀成就的影響。
資料以2×2變異數分析結果發現：
1.男女的結果大致相同。
2.孤立效果可以增進文章中孤立部份的閱讀成就。
3.孤立效果對非孤立部份及整篇文章的閱讀，成就沒有顯著的影響。
4.在閱讀成就上場地獨立性者皆優於場地依賴性者。
5.孤立效果與認知型式間沒有交互作用存在。
筆者根據「選擇性的注意與複習的假設」（Selective attention — rehearsal hypothesis）來解釋孤立效果，討論本研究之結果並提出進一步研究的建議。

一、中文部份
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吳明清：國小兒童之認知型式及其對題解表現之影響，師大教育研究所集刊，第十七輯民六十四。
高德鳳、蘇端端、陳彰儀；國中學生場地獨立性與智力、性別、自我接受度三者的關係中華心理學刊，民六十四，十七期，105-108。
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