Abstract: Many middle school students often took place a variety of mistakes in learning objects force analysis rules. On the basis of analyzed for previously experimental material and results, the authors proposed assumption that correct and incorrect objects force analysis maps combination were more similarity and the student's cognitive processing for the incorrect objects force analysis was more depth, the learning effect might been more better. In order to examine above the hypothesis, they took place two experiments as follows:In the first experiment, three kinds of the combinations of correct and incorrect objects force analysis map were designed that were high similarity, low similarity and no similarity. 90ninth grade students were divided three groups and separately learned one kind of the combination. The results showed that the high similarity group's learning transfer scores significantly better than the low similarity group and no similarity group.In the second experiment, 180ninth grade students were divided six groups and separately were engaged in different cognitive processing for the incorrect objects force analysis map in high similarity and low similarity combinations. The results showed that the learning transfer scores of "error correction" was significantly better than"error discern".The results of two experiments showed that there were the similarity effect and cognitive processing depth effect in learning correct and incorrect worked examples combination.

Key words: objects force analysis, combinations of correct and incorrect worked examples, similarity effect, cognitive processing depth effect