整体-分析型认知风格是个体在信息组织过程中所表现出的特征倾向，对学习行为与绩效具有显著影响。前期研究证据表明，整体型与分析型被试在高级认知加工过程（如阅读）中的注意控制上表现出差异，可能最终导致了两组个体在许多任务绩效上的不同。然而尚不清楚这种高级认知过程中的注意控制差异是否来自于更底层的认知加工阶段,以及来自底层的差异在多大程度上决定了认知风格和行为绩效之间的关系。本项目拟采用Flanker和Stroop等认知实验范式，结合眼动技术和脑电指标，系统地考察整体-分析型认知风格对不同知觉加工阶段（早期vs.晚期）注意控制的影响及其机制，探究是否认知风格与底层知觉加工阶段有所关联；并将初步探讨认知风格对知觉阶段注意控制的影响如何作用于高级认知加工过程。所得结果将有助于澄清整体-分析型认知风格的本质及其对认知过程的影响机制，并可帮助指导在教育实践中更好地根据学生本身特点因材施教，提高教育产出。

The wholist-analytic cognitive style reflects one's tendency in orgnizing information, either holistically or analytically, which has profound impact on one's learning behavior and performance. Previous evidence suggests that wholists and anlytics present different levels of attentional control during complex cognitive tasks (i.e. reading), which may ultimately lead to differences in correspongding performances. However, it is still unclear whether the attentional control difference manifesting in the high-level cognitive processes between the two groups (i.e. wholists vs. analytics) derives from the lower-level processes (i.e. perception), and to which extent the group difference appearing in the latter can dominate the relationship between the cognitive style and overall behavioral performances. Applying cognitive experimental paradigms (e.g. Flanker task and Stroop task) combined with eye-tracking techniques and ERP indices, this project intends to systematically investigate the mechanism of the wholist-analytic cognitive style influencing attentional control that happening at various perceptual stages (a earlier vs. later stage). The results would clarify whether cognitive style can link to the low-level perceptual processes and consequently how such a link may affect on the high-level outcomes. The findings will help to promote the understanding concerning the nature of the cognitive style and the mechanism of its impact on cognitive processes, and provide practical guidance for adjusting teaching in accordance with sutdents' own characteristics and hence improve the education outputs.