执行功能是否应该包含在阅读理解模型中,如果是,那么哪些方面?
Zsofia Imre1, Michelle Y Kibby1
1School of Psychological and Behavioral Sciences, Southern Illinois University-Carbondale, Carbondale, IL, USA.
概括
执行功能 (EF) 技能,包括工作记忆和解决问题的能力,显著预测儿童的阅读理解 (RC). 这挑战了阅读的简单视图模型,表明认知技能和阅读能力之间的关系更为复杂.
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:
- 简单的阅读视图 (SVR) 模型提出阅读理解 (RC) 仅取决于基本的阅读和语言技能.
- 新兴研究表明,执行功能 (EF) 也在RC中起着至关重要的作用.
- 需要全面评估各种EF方面作为RC的预测因素,控制基本阅读和语言能力.
研究的目的:
- 综合检查执行功能 (EF) 的多个方面,作为阅读理解 (RC) 的预测因素.
- 通过调查EF对RC的贡献,挑战阅读的简单视图模型.
- 确定预测8-12岁儿童RC的特定EF组件,控制基本阅读,听力理解和智商.
主要方法:
- 一个混合样本由250名8-12岁的儿童参与.
- 用多重等级回归分析来预测RC.
- 独立变量包括工作记忆,转移,抑制,解决问题,规划和非语言流性,同时控制基本阅读,听力理解和智商.
主要成果:
- 工作记忆,解决问题和非语言流性是阅读理解 (RC) 的重要预测因素.
- 这些发现被观察到使用一个Cloze RC任务,表明记住信息 (WM) 和不同的思维 (解决问题,流) 对于任务完成的重要性.
- 结果表明,多种EF技能有助于RC.
结论:
- 该研究支持阅读理解的多面性范式,该范式包括执行功能 (EF),超出了阅读的简单视图.
- 工作记忆,解决问题和非语言流利是促进儿童阅读理解的关键认知组成部分.
- 这些发现对理解阅读发展和告知教育干预有影响.
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