范为桥编著的《中国大学生的智力风格》是作者对自己近年来研究中国大学生智力风格结果的总结。本书可以作为智力风格与教育心理学相关领域研究工作者的参考读物，也对高等学校学生进行心理学研究英语论文写作训练有帮助。

范为桥编著的《中国大学生的智力风格》是作者对自己近年来研究中国大学生智力风格结果的总结。在教育心理学范畴内，智力风格的研究起源于对智力与人格不能很好解释与预测学生学业成绩的反思。不同学者从各自的视角出发，提出了各种风格理论，试图改善对学生学业成绩的理解，促进学生更好地学习。由于心理学特殊的历史沿革，在智力风格领域内，针对中国人群的专门研究比较少见。本书在充分总结前人研究的基础上，以发展的视角比较了中国大学生人群的智力风格在超媒体学习环境与传统学习环境中的发展特点及其对大学生学业成绩的贡献。本书还总结了该研究结果的理论与实践价值，并对未来研究方向给出了充分的展望。

《中国大学生的智力风格》可以作为智力风格与教育心理学相关领域研究工作者的参考读物，也对高等学校学生进行心理学研究英语论文写作训练有帮助。

Preface

Chapter 1 Introduction

 1.1 Why should we examine this issue

 1.2 Goal of the book

 1.3 Organization of the book

Chapter 2 Review of the Literature

 2.1 Intellectual styles in education

2.1.1 General trends: major approaches to studying intellectual styles

2.1.2 Theory of thinking styles.Mental Self-Government

2.1.3 Styles versus strategies

2.1.4 Summary

 2.2 Hypermedia in the classroom: a psychological and educational

perspective

2.2.1 What is hypermedia

2.2.2 Constructivism: psychological perspectives on hypermedia learning

 2.3 Relationships of intellectual styles with ability, personality, and

achievement motivation

2.3.1 Relationships between intellectual styles and ability

2.3.2 Relationships between intellectual styles and personality

2.3.3 Relationships between intellectual styles and achievement motivation

 2.4 Changes in intellectual styles

2.4 1 Changes in cognitive and learning styles

2.4.2 Changes in thinking styles

 2.5 Relationships between intellectual styles and academic

achievement

2.5.1 Relationships between intellectual styles and academic achievement

in traditional learning environments

2.5.2 Relationships between intellectual styles and academic achievement

in hypermedia learning environments

 2.6 Research questions and hypotheses of the book

2.6.1 Research questions

2.6.2 Hypotheses

Chapter 3 Methodology

 3.1 Introduction to methods

 3.2 Participants

3.2.1 Students

3.2.2 The teacher of the General Psychology course

 3.3 Measures before the instruction

3.3.1 Demographic information

3.3.2 Ability

3.3 3 Personality traits

3.3 4 Achievement motivation

3.3 5 Pretest of thinking styles

 3.4 The instruction

3.4.1 Instructional design

3.4.2 Instructional materials in the experiment

3.4.3 The traditional instructional environment

3.4.4 The hypermedia instructionaJ environment

3.4 5 Instructional procedures

 3.5 Measures after the instruction

3.5.1 The academic achievement in the General Psychology course

3.5.2 Posttest of thinking styles

Chapter 4 Results I: Reliability and Validity of Instruments

Chapter 5 Results II:Changes in Thinking Styles and the Relationships Between Thinking Styles and Academic Achievement

Chapter 6 A Supplement to the Experimental Longitudinal Study

Chapter 7 Discussion I:Changes and Differences in Thinking Sytles in the Traditional and Hypermedia Environments

Chapter 8 Discussion II：The Contributions of Thinking Styles to Academic Achievement

Chapter 9 Conclusions

Appendices

References

Postscript