认知阅读属性的跨年奥德赛:一个范围审查
Muhamad Firdaus Mohd Noh1, Mohd Effendi Ewan Mohd Matore2, Nur Ainil Sulaiman3
1Faculty of Education, Universiti Kebangsaan Malaysia, Bangi, Selangor, Malaysia.
Frontiers in psychology
|July 7, 2025
概括
认知阅读评估在年轻读者和成年读者之间存在显著差异. 成年人根据更广泛的技能进行评估,而年轻读者则专注于基础理解,突出了对特定年龄的评估模型的需求.
科学领域:
- 认知心理学 认知心理学
- 发展心理学 发展心理学
- 教育评估的教育评估
背景情况:
- 阅读是一种复杂的认知语言过程,涉及感知和认知机制之间的复杂相互作用.
- 当前的阅读模型往往无法充分捕捉不同年龄组阅读属性的发展细微差别.
- 了解特定年龄的阅读认知需求对于有效的评估和指导至关重要.
研究的目的:
- 为了比较在阅读中评估的认知属性,对年轻人与成人读者进行阅读.
- 识别跨发育阶段认知技能评估中的模式和差异.
- 为改进阅读评估模型和教学策略提供信息.
主要方法:
- 使用了一个范围审查方法.
- 在Scopus,Web of Science和Google Scholar的系统搜索中发现了331个出版物.
- 根据与出版物类型,语言和评估技能相关的纳入标准,选择了47项经验研究.
主要成果:
- 成年阅读者的评估涵盖了更广泛的认知属性,包括基本和高级能力.
- 年轻读者的评估主要集中在一个更狭窄的子技能范围,强调字面和解释性理解.
- 在认知阅读技能评估中发现了一种独特的发展模式.
结论:
- 现有的阅读评估模型需要改进,以准确反映认知阅读发展的渐进性质.
- 调整评估工具和教学策略以适应学习者的特定年龄认知需求是必不可少的.
- 建议外部利益相关者开发适合年龄的评估,以提高评估的准确性和有效性.
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