一些学生更平等:在作者识别测试和标题识别测试中的表现,由印刷品曝光和学术背景调节
Marion Hug1,2, Julian Jarosch3,4, Christiane Eichenauer4
1Department of Neurology, University Hospital Frankfurt, Frankfurt am Main, Germany.
Behavior research methods
|January 9, 2024
概括
大学学生的学习计划会影响作者识别测试 (ART) 和标题识别测试 (TRT) 的成绩. 创造性写作技巧,而不是阅读时间,积极预测印刷品曝光度.
科学领域:
- 认知心理学 认知心理学
- 教育心理学教育心理学
- 心理语言学 心理语言学
背景情况:
- 通过作者识别测试 (ART) 和标题识别测试 (TRT) 测量的印刷曝光对于学术成功和语言技能至关重要.
- 在大学生中,阅读能力和习惯的个体差异得到了充分记录.
- 现有的研究突出显示了印刷品曝光的重要性,但仍然存在关于其与特定学术领域和个人阅读行为的关系的问题.
研究的目的:
- 调查ART和TRT分数与学生特定的学术课程之间的相关性.
- 检查各种文本类型的印刷品曝光度和自我报告的阅读习惯之间的关系.
- 为了比较ART和TRT的表现及其在学术和个人因素方面的预测有效性.
主要方法:
- 向六个不同的学习计划 (人文学科和医学科学) 的学生进行了作者识别测试 (ART) 和标题识别测试 (TRT).
- 收集不同类型 (小说,非小说) 的每周阅读时间的自我报告数据.
- 分析数据以评估学习计划,年龄,阅读时间和创意写作习惯对ART和TRT分数的影响.
主要成果:
- 在各个学习计划中观察到ART和TRT分数的显著差异,文学和小说专注的学生获得了最高的分数.
- 复制了年龄和ART/TRT得分之间的确定的正相关性,表明老年学生的印刷品暴露程度更好.
- 在自我报告的阅读时间和测试表现之间没有发现显著的相关性;然而,创意写作习惯积极预测了ART/TRT结果.
结论:
- 学术领域对ART和TRT测量的印刷曝光有很大的影响,这表明了特定于程序的阅读需求.
- 虽然阅读时间没有预测表现,但创意写作参与似乎是提高印刷曝光的重要因素.
- 调查结果强调了印刷品曝光的复杂性,并强调了在媒体趋同的背景下对阅读习惯的进一步研究的需要.
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