本研究主要在探討認知型式與圖片不一致性對有意學習及偶發學習的影響。
120名高一男生隨機分派至2×3多因設計中。認知型式（場地獨立性、場地依賴性）和圖片不一致性（正常圖片、低不一致圖片、高不一致圖片）為自變項。應變項是有意學習及偶發學習。有意學習是指在有正式指導語情況下受試者看完圖片後，對圖片下面51個字的短文的記憶量。而偶發學習則是指在沒有正式指導語情況下受試者看完圖片後，對圖形中左上角的數字及右上角的英文字母的記憶量而言。本研究的記憶量均用再認法測量。資料以2×3二因子變異數分析。結果發現不同認知型式者在有意學習及偶發學習的成績上的差異未達顯著水準。不同程度不一致性圖片在有意學習及偶發學習英文字母部份的成績差異達到顯著水準，而在偶發學習的數字部份及總分部份的成績差異未達顯著水準。本研究中未發現有交互作用。
本研究圖片不一致性處理雖然在有意學習及偶發學習英文字母部份達到顯著差異。
但是結果與假設期望的方向相反。根據這個結果，筆者提出其可能的原因與解釋。並提出進一步研究的建議。

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