FDI認知風格（Field Dependence-Independence，FDI）是指能以獨立於背景組織做出正確判斷的程度，將個體分為場地相依型（Field-Dependence，FD）和場地獨立型（Field-Independence，FI）。過去的研究發現，FDI認知風格會影響學習成績。許多的研究結果也指出，FI個體在多個學習領域中，通常會有相對較佳表現，因為他們不容易受到外在的干擾，能更深入地進行分析。在數學教育的領域中，FDI認知風格的相關討論不少，但多以紙筆測驗為其研究工具。本研究透過事件相關電位（Event-Related Potential，ERP）技術來了解不同認知風格的個體在解決數學問題時的大腦皮質活動，進而探究FI個體和FD個體在訊息處理方式間的差異。本研究招募了臺灣新竹地區共159名高中生，以藏圖測驗（Hidden Figures Test，HFT）分數為篩選標準，最後選擇100位高中生為研究對象，並分為FI組和FD組，進行基礎乘法、幾何面積推理、函數圖形轉換和數學洞察力共四種不同類型的數學腦波測驗。
研究結果：(1)在行為表現上，FI組高中生有相對FD組較高的答題正確率，且在難度較低的測驗中有相對FD組較短的反應平均時間。(2)在電生理訊號上，FI組高中生在難度較高的測驗後期階段中有相對FD組較大的P100和P300成分，而兩組間的差異在左腦居多。(3)在大腦半球分化情形上，兩組高中生有相似的腦區差異趨勢，僅在幾何面積推理初期有些許不同。

The cognitive style of Field Dependence-Independence (FDI) can be divided into Field-Dependence (FD) and Field-Independence (FI) based on their ability. Previous research has found that FDI can influence academic performance. Numerous studies also indicate that FI individuals perform relatively better because they are hard to be influenced by external interference and can engage more deeply in analysis. In the field of mathematics education, there has been considerable discussion on FDI, they are mostly used paper-and-pencil tests as research tools. This study realizes the cortical activity when solving mathematical problems by Event-Related Potential (ERP), and try to explain the differences between how field-dependent and field-independent individuals process information. The study sampled 159 senior high school students in Hsinchu, Taiwan. According to their Hidden Figures Test (HFT), 100 students were chosen to take the mathematics test and divided into the FD group and the FI group. The study included four different types of mathematical tests: multiplication test, geometry test, function test, and insight-based test.
Results: (1)The behavioral analyses showed that FI students had higher response accuracy than FD students across the four tests. FI students also answered the problems significantly faster than FD students in the easier tests. (2)The ERP data showed that FI students had higher P100 and P300 in the later stages of more challenging tests, with differences predominantly observed in the left brain. (3)Regarding hemispheric lateralization, FI and FD students performed a similar pattern of hemispheric differentiation in all the mathematics tests, with only slight differences in the early stages of geometry test.

第壹章 緒論 1
第一節 研究背景與動機 1
第二節 研究目的與待答問題 3
第三節 名詞釋義 4
第四節 研究範圍與限制 5
第貳章 文獻探討 7
第一節 FDI認知風格 7
第二節 事件相關電位 23
第參章 研究方法 25
第一節 研究設計 25
第二節 研究工具 28
第三節 研究對象 36
第四節 資料蒐集 37
第五節 數據分析 41
第肆章 研究結果 45
第一節 FD與FI認知風格高中生在數學問題的行為表現 45
第二節 FD與FI認知風格高中生的電生理訊號異同 47
第三節 FD與FI認知風格高中生的大腦半球分化情形 62
第伍章 結論與建議 91
第一節 結論 91
第二節 建議 94
參 考 文 獻 95

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