本研究的主要目的在探討前導架構短文與認知型式對學習有意義的文章材料的影響。
本研究所採用的實驗設計是2×2多因設計，自變項是前導架構短文（使用前導架構短文的實驗組vs.使用普通引言的控制組）與認知型式（場地獨立者vs.場地依賴者），依變項是受試者在閱讀測驗上的成績。
174名國中二年級的男生經施予藏圖測驗後，將他們的得分依高低次序排列，然後取得分高的27%的學生46人為場地獨立者，得分低的27%的學生46人為場地依賴者，再分別將他們隨機分派成實驗組與控制組，接受實驗處理。
資料經獨立樣本二因子變異數分析，結果發現，前導架構短文與認知型式的交互作用顯著，再就單純主要效果加以考驗，結果發現：在使用前導架構短文的學習情況下，場地依賴者與場地獨立者的成績沒有顯著差異，而在沒有前導架構短文可以利用的學習情況下，場地依賴者的成績就遠不如場地獨立者。換個角度看，就場地獨立者而言，使用前導架構短文與否，對他們的閱讀成績並沒有什麼影響；但是，就場地依賴者來說，使用前導架構短文對他們是很有幫助的。

一、中文部分：
林清山：心理與教育統計學。台北，東華書局，民六四。
吳靜吉；藏圖測驗，台北，遠流出版社，民六三。
吳靜吉、黃國彥：教育心理學。台北，華視教學部，民六四。
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，民六四，第十七期，105-108。
戴禮明：性別、年級與智慧功能的關係，政治大學教育研究所，碩士論文，民六五。
二、英文部分：
Allen, D. I. Some effects of advance organizers and level of learning and retention of written social material. J.Edu. Psych. 1970, 61, 333-339.
Ausubel, D. P., Robbins, L. C., & Black, E. Retroactive inhibition and facilitation in the learning of school materials, J. Edu. Psych., 1957, 48, 334-343.
Ausubel, D. P. The use of advance organizers in the learning and retention of meaningful verbal material. J. Edu. Psych., 1960, 51, 267-272.
Ausubol, D. P. The psychology of meaningful verbal learning. New York: Grune & Stratton, 1963.
Ausubel, D. P. Educational psychology: a cognitive view. New York: Holt, Rinehart & Winston, 1968.
Ausubel, D. P., & Fitzgerald, D The role of discriminability in meaningful verbal learning and retention. J. Edu. Psych., 1961, 52, 266-274.
Ausubel, D. P., & Fitzgerald, D. Organizer, general background and antecedent learning variables in sequential verbal learning. J. Edu. Psych., 1962, 53, 243-249.
Ausubel, D. P., & Youssef, M. The role of discriminability in meaningful parallel learning. J. Edu. Psych., 1963, 54, 331-336.
Becker, J., Doctor, R. M., Miranda, M., & Wallace, J. Analytic- perceptual style and verbal conditioning. Perceptual arid Motor Skills, 1971, 32, 631-636.
Bell, D. R. The relationship between reward and punishment- avoidance orientations and selected perceptual variables (Doctoral dissertation, U. of Oregon, 1964). Dissertation Abstracts, 1965, 25, 6382.
Bell, D. R., & McManis, D. L. Perceptual differences of subjects classified as reward seekers and punishment avoiders. perceptual and Motor Skills, 1969, 27, 51-56.
Bertou, P. D., Clasen, R. E., & Lambert, P. An analysis of the relative efficacy of advanced organizers, post organizers, interspersed questions and combinations thereof in facilitating learning and retention from a televised lecture. J. Edu. Research , 1972, 65, 329-333.
Bruner, J. S., Goodnow, J. J., & Austin, G. A. A Study of thinking. New York: Wiley, 1956.
Camillus, M J. H. An investigation of the relationships among field-dependence/ field-independence, sex, and concept-identification strategy (Doctoral dissertation, U. of Pittsburgh, 1972). Dissertation Abstracts International, 1973, 33, 3931B.
Courter, R. J., Wattenmaker, R. A., & Ax, A. F. Psychological concomitants of psychological differentiation. Psychophysiology, 1965, 1, 282-290.
Dickstein, L. S. Field independence in concept attainment. Perceptual and Motor Skills; 1968, 27, 635-642.
Duvall, N. S. Field articulation and repression sensitization dimension in perception and memory (Doctoral dissertation, U. of North Carolina, 1969). Dissertation Abstracts International, 1970, 30, 3864B.
Earle, R. A. The use of vocabulary as a structured over-view in Seventh-grade mathematics (Doctoral dissertation, Syracuse U.,1970). Dissertation Abstracts International, 1971,31, 5929A.
Eysenck, H. J. et al., Encyclopedia of psychology. 台北，玄彬出版社影印版，1973。
Farrow, B. J., & Santcs, J. F. On condition ability, personality and perception. Perceptual and Motor Skills, 1962, 15, 578.
Faw, H. W., & Waller, T. G. Mathemagenic behaviours and efficiency in learning from prose materials: review, critique and recommendations. Review of Educational. Research, 1976, 46, 691-720.
Ferrell, J. G. The differential performance of lower class, preschool, negro children as a function of the sex of E, sex of S, reinforcement condition, and level of field dependence ( Doctoral dissertation, U. of Southern Mississippi, 1971). Dissertation Abstracts International, 1971, 32, 3028B.
Feller, W. A. The effects of two types of advance organizers and two types of spaced questions on the ability of a selected group of tenth grade biology students to recall, comprehend and apply facts from written science material. (Doctoral dissertation, Temple U., 1973) Dissertation Abstracts International, 1974, 34, 1766A.
Fitz, R. J. The differential effects of praise and censure on serial learning as dependent on locus of control and field dependency (Doctoral dissertation, Catholic University of America, 1970). Dissertation Abstracts International, 1971, 31, 4310B.
Fitzgerald, D., & Ausubel, D. P. Cognitive versus affective factors in learning and retention of controversial material. J. Edu. Psych., 1963, 54, 73-84.
Frase, L. T. On learning from prose. Educational Psychologist, 1973, 10, 15-23.
Gagne, R. M. Essentials of learning for instruction, Hinsdale, III : the Dryden Press, 1974.
Gates, D. W. Verbal conditioning, transfer and operant level “speech style” as functions of cognitive style (Doctoral dissertation, City U. of New York, 1971) Dissertation Abstracts International,1971, 32, 3634B.
Gillies, J., & Bauer, R. Cognitive style and perception of success and failure. Perceptual and Motor Skills, 1971, 33, 839-842.
Glass, G. V., & Stanley, J. C. Statistical methods in, education and Psychology, New Jersey: Prentice-Hall, 1970.
Goodenough, D. R. The role of individual differences in field dependence as a factor in learning and memory. Psychological Bulletin, 1976, 83, 675-694.
Graber, R. A., Means, R. S., & Johnston, T. D. The effect of subsuming concepts on student achievement on unfamiliar science learning material. J. Research Science Teaching, 1972, 9, 277-279.
Groteleuscher, A. D., & Sjogrem, D. C. Effects of differentially structured introductory materials and learning tasks on learning transfer. American Educational Research J., 1968, 5, 191-202.
Gruenfeld, L. W., Weissenberg, P. Field independence and articulation of sources of job satisfaction. J. of Applied Psych., 1970, 54, 424-426.
Gubrud, A. R. The effect of an advance organizer and a concrete experience on learning the concept of vectors in junior and senior high School (Doctoral dissertation, Cornell U., 1970) Dissertation Abstracts International, 1971, 31, 6468A.
Hustmyer, F. E. The differentiation hypothesis and stimulus generalization ( Doctoral dissertation, U. of Cincinnati, 1969). Dissertation Abstracts International, 1970, 30,3405B.
Kagan, J. Impulsive and reflective children: Significance of conceptual tempo. In J. Krumboltz (Ed.), Learning and the educational process. Chicago: Rand McNally, 1965.
Kelley, T. L. The selection of upper and lower groups for the validation of test items. J. Edu. Psych., 1939, 30, 17-24.
Kirschenbaum, J. Analytics-global cognitive style and concept attainment strategies ( Doctoral dissertation, Claremont Graduate School, 1968), Dissertation Abstracts International, 1969, 29, 4868B.
Konstadt, N., & Forman, E. Field dependence and external directedness. J. of Personality and Social Psych., 1965, 1, 490-493.
Lucas, S. B. The effects of utilizing three types of advance organizers for learning a biological concept in seventh grade science. (Doctoral dissertation, Pennsylvania State U. ,1972). Dissertation Abstracts International, 1973, 33, 3390A.
Mandler, G. Organization and memory. In K. W. Spence & J. T. Spence (Eds.), The psychology of learning and motivation. New York: Academic Press, 1967.
Meredith, L. W. Perceptual-cognitive stylistic factors and their relationship to complex social judgement (Doctoral dissertation, Pennsylvania State U., 1968), Dissertation Abstracts International, 1969, 29, 4831B.
Meshorer, D. P. Field approach and stress as factors in the organization of memory (Doctoral dissertation, Florida State U., 1969) Dissertation Abstracts International, 1970, 31, 1544B.
Messick, S., & Fritzky, E. J. Dimensions of analytic attitude. in cognitive and Personality J. of Personality, 1963, 31, 346-370.
Mos, L., Wardell, D., & Royce, J. R. A factor analysis of some measures of cognitive style. Multivariate Behavioral Research 1974, 9, 47-57.
Newton, J. M., & Hickey, A. E. Sequence effects in programmed learning of a verbal concept . J. Edu. Psych., 1965, 56, 140-147.
Paclisanu, M. I. Interacting effects of field dependence, stimulus deprivation and two types of reinforcement upon problem-solving in elementary school children (Doctoral dissertation, Temple U., 1970), Dissertation Abstracts International, 1970, 31, 2290B.
Raab, T. J. An experimental study exploring the relationship between various types of reinforcement, cognitive style and learning among sixth grade students (Doctoral dissertation, Rutgers U., 1973). Dissertation Abstracts International, 1974, 34, 3473B.
Randolph, C. C. A study of the effects of praise, criticism and failure on the problem solving performance of field-dependent and field-independent individuals ( Doctoral dissertation, New York U., 1971). Dissertation Abstracts International, 1971, 32, 3014B.
Riessman, F. Styles of learning. In D. H. Clark (Ed.), The psychology of education. New York: The Free press, 1967.
Rosecrans, C. J. The relationship between perceptual performance and three types of learning tasks(Doctoral dissertation, U. of Tennessee, 1955) Dissertation Abstracts, 1955, 15, 1451.
Rosenfeld, J. M. Some perceptual and cognitive correlates of the high need for social approval personality (Doctoral dissertation, Ohio State U., 1963). Dissertation Abstracts, 1964, 24, 4805.
Ruble, D. N & Nakamura, C. Y. Task orientation versus social orientation in young children and their attention to relevant social cues. Child Development, 1972, 43, 471-480.
Satterly, D. J. Cognitive styles, spatial ability, and school achievement. J. Edu. Psych., 1976, 68, 36-42.
Scandura, J. M., & Wells, H. N. Advance organizers in learning abstract mathematics. American Educational Research J., 1967, 4, 295-301.
Schulz, R. W. The role of cognitive organizers in the facilitation of concept learning in elementary school science (Doctoral dissertation, Purdue U., 1966). Dissertation Abstracts International , 1967, 27, 3784A.
Shapiro, N. P. The effects of perceptual isolation on recall for field-dependent and field-independent subjects ( Doctoral dissertation, New York U., 1970). Dissertation Abstracts International, 1970, 31, 2198A.
Shapson, S. M. Influence of field independence-field dependence and sex on the effectiveness of verbal reinforcement combinations. Unpublished masters thesis, York University, 1969.
Shapson, S. M. Hypothesis testing and cognitive style in children. Unpublished doctoral dissertation, New York University, 1973.
Sigel, I. E. Reflections. In I. E. Sigel & F. H. Hooper (Ed.) Logical thinking in children. New York: Holt, Rinehart & Winston, 1968.
Stanley, J. C. & Hopkins, K. D. Educational and Psychological measurement and evaluation. New Jersey : Prentice-Hall, 1972.
Steinbrink, J. E. The effects of advance organizers for teaching geography disadvantaged black elementary students ( Doctoral dissertation, U. of Georgia 1970). Dissertation Abstracts International. 1971, 31, 5949A.
Steinfeld, S. E. Level of differentiation and age as predictors of reinforcer effectiveness (Doctoral dissertation, Hofstra U,, 1973). Dissertation Abstracts International, 1973, 34, 2912B.
Van Veen, W. J., Peters, J. F., Knott, J. R., Miller, L. H.,. & Cohen, S. I. Temporal characteristics of the contingent negative variation: Relationships, with anxiety, perceptual mode, sex, and stress. Biological Psychiatry, 1973, 7, 101-111.
Vernon, M. D. The psychology of perception. England: Penguin, 1962.
Wade, E. B. Field-independence, authoritarianism, and verbal reinforcement in anagram solution (Doctoral dissertation, Columbia U., 1971). Dissertation Abstracts International, 1971,32, 3625B.
Wattenmaker, R. A. Investigation of the relationship between Psychological differentiation and Stimulus generalization. Unpublished doctoral dissertation, Wayne State U., 1965.
Werbel, L. Cognitive control principles and drive level in relation to stimulus generalization ( Doctoral dissertation, New York U., (1963). Dissertation Abstracts, 1964, 25, 637.
Witkin, H. A., Lewis, H. B., & Hertzman, H. Personality through perception. New York : Harper, 1954.
Witkin, H. A., Dyk, R. B. Faterson, H. F., Goodenough, D. R., & karp, S. A. Psychological differentiation. New York : Wiley, 1962.
Witkin, H. A., Goodenough, D. R., & Karp, S. A. Stability of Cognitive style from childhood to young adulthood. Journal of Personality and social Psychology, 1967, 7, 291-300.
[補遺]
Boersma, F. J. Test-retest reliability of the cf-1 Hidden Figures Test. Educational and Psychological Measurement 1968, 28, 555-559.
Ebel, R. L. Measuring educational achievement New Jersey : Prentice-Hall, 1965.