读者和文本特征对六年级学生推断的影响
Kate Cain1, Nicola K Currie2, Gillian Francey1
1Lancaster University, Lancaster, UK.
概括
六年级学生从故事中得出比信息文本更好的推断. 更高的知识对单语和双语学生的推断技能和阅读理解有重大影响.
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:
- 研究了六年级学生的推断生成.
- 专注于影响理解的文本和读者特征.
研究的目的:
- 检查文本类型 (叙事与信息) 如何影响推断生成.
- 分析语言状态,阅读能力,知识和战略使用对推断准确度和处理速度的影响.
主要方法:
- 美国单语英语使用者和西班牙语英语双语使用者 (年龄11-12岁) 的比较.
- 参与者阅读叙事和信息文本,回答推断问题.
- 利用线性混合效应模型来分析准确性,问答时间和句子阅读时间.
主要成果:
- 青少年读者在从叙事文本中产生推断方面表现出优势.
- 更高水平的背景知识和词汇与更高的准确性有关.
- 更多的知识与更快的问答和句子处理时间相关.
结论:
- 与信息文本相比,叙事文本在青少年读者中促进了更好的推断生成.
- 读者知识是推断生成和阅读理解表现的关键因素.
- 知识差异可能解释单语和双语学生之间的表现差异.
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