隐喻对学术文本理解的影响:阅读障碍学生的案例
Rita Cersosimo1, Filippo Domaneschi1, Alice Cancer2
1Laboratory of Language and Cognition, Università di Genova, Genoa, Italy.
概括
学术文本中的比喻阻碍了阅读障碍学生的理解. 这些比喻语言元素给人带来额外的认知负载,尽管兴趣增加,但影响学习.
科学领域:
- 语言学的语言学.
- 认知心理学 认知心理学
- 教育教育教育教育教育教育.
背景情况:
- 隐喻在学术写作中很常见,用于简化复杂的概念.
- 隐喻对障碍阅读症学生学术文本理解的影响仍未得到充分研究.
研究的目的:
- 调查隐喻对具有和没有阅读障碍的大学生学术文本理解的影响.
- 评估隐喻是否会给阅读障碍学生带来额外的认知需求.
主要方法:
- 适应科学文章摘录成比喻和字面版本,控制可读性.
- 管理理解任务并从28名阅读障碍学生和30名没有阅读障碍学生那里收集文本感知评估.
- 进行了对一般阅读理解,阅读速度,准确性和工作记忆的标准化评估.
主要成果:
- 患有阅读障碍的学生在比喻文本中的理解得分明显低于字面文本,即使阅读能力受到控制.
- 感知到的文本复杂性在比喻和字面条件之间是可比的.
- 患有阅读障碍的学生报告说,他们对隐喻文本的兴趣增加了.
结论:
- 教育话语中的隐喻可能对阅读障碍学生来说并不完全包容.
- 学术文本中的比喻语言可能会给阅读障碍学习者带来额外的认知负担.
- 需要进一步的研究来开发更具包容性的教学策略.
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