English (United Kingdom)

https://curated-unify.zendy.io/wp-json/zendy-region/v1/featured_content/oa?rat=en

https://curated-unify.zendy.io/wp-json/zendy-region/v1/highlighted_journal/

Global: Zendy Plus annual

Presents the access of premium content as premium feature

Premium Content

Presents the keyphrase highlighting as premium feature

Keyphrase Highlighting

Presents the summarisation as premium feature

Summarisation

Insights

Presents the pdf analysis as premium feature

PDF Analysis

Presents the zaia usage as premium feature

ZAIA

Global: Zendy Tools annual

Global: Zendy Free Plan

Global: Zendy Tools monthly

Global: Zendy Plus monthly

Based on the characteristics that students can not allocate attentional resources in English reading comprehensively, this study uses the experimental method to study the effect of the article structure diagram on understanding and maintaining various types of information for non-English majors in different cognitive styles.The results indicate that: (1) Signals can effectively improve the student’s understanding and reserving text’s information. In reading text, the signal effects are evident. (2) There are differences in the understanding and reserving different types’ information for readers of different cognitive styles. The text marked by incomplete signals resulted in the increase of the subordinate information for both field-dependent and field-independent readers, and the increase of the structured information for field-dependent readers. The text marked by complete signals resulted in the increase of the structured information for field-dependent readers and the increase of the subordinate informations for field-independent readers. Field-independent readers have a better performance in reserving the structured information in the condition of no signal.

The Effects of Learners' Cognitive Styles and Article Structure Diagram on English Reading