执行职能对阅读理解的间接和直接贡献
HyeJin Hwang1, Seohyeon Choi1, Manjary Guha1
1Department of Educational Psychology, College of Education and Human Development, University of Minnesota, Twin Cities, Minneapolis, MN 55455, USA.
Journal of experimental child psychology
|April 12, 2024
概括
执行功能通过提高多语言和单语言儿童的词识别和语言技能来支持阅读理解. 这些认知能力在阅读发展中发挥着直接和间接的作用.
科学领域:
- 认知心理学 认知心理学
- 发展心理学 发展心理学
- 教育心理学教育心理学
背景情况:
- 阅读理解是一个复杂的认知过程,受到基本技能的影响,如词识别和语言理解.
- 执行功能是关键的认知过程,支持各种高级思维技能.
- 对于单语言和多语言学习者来说,理解执行功能和核心阅读组件之间的相互作用至关重要.
研究的目的:
- 研究执行职能在词识别,语言理解和阅读理解之间的关系中的调解和调节作用.
- 将调解和调节模型进行比较,以阐明执行功能在阅读理解中的细微贡献.
- 为了检查这些关系在多语言和单语言的学生在早期的小学年级.
主要方法:
- 研究了第一和第二年级学生的执行功能,词识别,语言理解和阅读理解.
- 采用调解和调节分析来建模这些认知和语言变量之间的预测关系.
- 与不同的模型进行比较,以确定执行职能在阅读理解中的作用的最准确表示.
主要成果:
- 发现执行职能通过影响词识别和语言理解 (调解模型) 来间接促进阅读理解.
- 执行职能也与阅读理解有直接的预测关系,表明部分调解.
- 这些发现在多语言和单语言学生群体中是一致的.
结论:
- 执行功能作为一般认知资源,支持基础阅读技能 (词识别,语言理解) 和整体阅读理解.
- 执行功能促进了词识别和语言理解的整合,从而提高了阅读理解.
- 这些发现支持了阅读理解的突出理论模型,并强调了执行职能在早期识字发展中的重要性.
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