工作记忆和语篇的阅读理解

工作记忆是指长时记忆中被激活的部分,它在语篇阅读理解中具有重要的作用。长时工作记忆的特点就是信息可以在长时记忆中快速、可靠地存取。用长时工作记忆理论,可以重新解释阅读理解中的误入歧途效应、扇形效应等心理现象。     

Contribution of Working Memory Capacity to Children’s Reading Comprehension: A Longitudinal Investigation

We examined the contribution of working memory capacity to the development of children’s reading comprehension. We present data from three waves of a longitudinal study when the children were 7 years (Grade 1), 8 years (Grade 2) and 9 years (Grade 3). Two questions were raised: The first question concerned the developmental changes of the relative contribution of working memory in predicting reading comprehension compared to vocabulary and decoding skills. The second question explored to what extent reading comprehension could be predicted by working memory capacity measured at a prior time. At the end of each grade, reading comprehension, nonword reading, vocabulary knowledge and working memory capacity were assessed. To test the first question, the predictive power of working memory capacity was compared to vocabulary and decoding skills by performing concurrent multiple-regression analyses in each grade. The results showed that working memory capacity emerged as a direct predictor of reading comprehension in Grade 3. To address the second question, we performed multiple-regression analyses predicting reading comprehension from working memory, nonword reading, and vocabulary measured at a prior time. In these analyses, the autoregressive effect was taken into account to separately assess the unique contribution of each predictor to the development of later reading comprehension. The results showed that Grade 1 vocabulary and Grade 2 working memory had additional effects on Grade 3 reading comprehension after the autoregressive effect of reading comprehension had been accounted for. These findings support the idea that, as word recognition becomes automated throughout the early grade levels, working memory becomes an important determinant of reading comprehension. There is also evidence that working memory capacity directly influences the development of reading comprehension skills. The direction of the causal flow is discussed.     

库恩范式论与心理学的文化转向

库恩的范式论对西方传统文化即理性主义和科学主义的质疑和反叛，标志着西方科学哲学的文化转变，同时对心理学的文化转向产生了重大的影响，主要表现在：库恩范式论从科学哲学内部动摇了科学心理学的哲学根基——实证主义，也引发了对心理学自然科学模式的反思和诘难；库恩范式论强调真理的相对性，把科学理解为实战性的参与为多元文化心理学兴起奠定了哲学基础；库恩范式论对西方传统文化的反思，将有助于走向东西方文化融合的跨文化心理学研究。     

The Relations Between Children’s Reading Comprehension, Working Memory, Language Skills and Components of Reading Decoding in a Normal Sample

The primary aim of the current study was to identify the strongest independent predictors of reading comprehension using word reading, language and memory variables in a normal sample of 180 children in grades 3–5, with a range of word reading skills. It was hypothesized that orthographic processing, receptive vocabulary and verbal working memory would all make independent contributions to reading comprehension. The contributions of reading speed, receptive grammatical skills, exposure to print, visuospatial working memory and verbal learning and retrieval (a measure of longer-term retention) were also investigated. Working memory tasks that required the processing and storage of numerical and spatial material were used. One of the numerical working memory tasks was based on the number span task developed by Yuill, Oakhill, and Parkin British Journal of Psychology, 1989, 80, 351–361. A visuospatial equivalent of that task was developed from the forward Corsi block task [Corsi, Abstracts International, 1973, 34, 891]. The results revealed that, after controlling for age and general intellectual ability, the word reading and the language variables had a much stronger relation with reading comprehension than the memory variables. The strongest independent predictor of reading comprehension was orthographic processing since it captured variance in both word reading, language skills and verbal working memory. The forward Corsi task and performance on a measure of verbal learning and retrieval each made small independent contributions to reading comprehension but the contribution of verbal working memory was not significant. It was concluded that tasks measuring the interplay between short-term and long-term memory, in which new information is combined with information already stored in long-term memory, may better predict reading comprehension measured with the text available than working memory tasks which only have a short-term memory component.     

工作记忆与阅读理解的关系对阅读教学的启示

在日常阅读过程中,经常会出现一种读到后面忘记前面的现象。这是记忆系统中工作记忆容量有限的一种突出表现。我们从工作记忆特点及其对阅读理解的影响出发,分析了两者之间的关系,并指出工作记忆能力的高低极大地影响着阅读者储存和加工信息的能力,从而影响阅读理解水平。结合此观点,指出了如何通过提高工作记忆来促进阅读教学的措施。     

关于工作记忆的个体差异与阅读理解的关系

工作记忆是执行认知任务时所涉及的一个对所需信息进行临时保持及操作的系统,它能同时储存和加工信息,其工作记忆容量有限。阅读理解是一个复杂的认知过程,是在头脑中形成语言描述的情境,用推理等活动揭示语言材料意义的过程。个体工作记忆阅读广度的差异反映了阅读能力的差异。只有进一步认识工作记忆的个体差异对阅读理解的影响,才能更好地发挥工作记忆对阅读理解的促进作用。     

Comprehension and Decoding: Patterns of Association in Children With Reading Difficulties

Comparisons of reading measures from a sample of 361 children aged 7.5 to 9.5, including many with reading difficulties, showed high correlations between word reading and nonword reading, and between each of these abilities and reading comprehension. These results, together with other findings from these children, showed that skill in word identification was almost inseparable from the phonologically analytic decoding process that is tapped by nonword reading, and, correspondingly, differences in reading comprehension were closely associated with differences in decoding skill. The findings support the conclusion that bottom-up skills largely drive the reading process in this age group. Only a small number of children departed from the norm in showing better reading comprehension than would be expected from their decoding skills, and those with the opposite discrepancy accounted for even fewer.     

ADHD对阅读障碍的影响:来自解码和语言理解困难的证据

本研究采用词汇理解任务和语言理解任务同时考察注意缺损对阅读障碍的解码水平和语言理解水平的影响.结果发现与正常儿童相比,ADHD儿童解码能力存在明显落后;线性回归分析的结果表明,解码能力和ADHD症状均对阅读理解成绩有较高预测力,这说明ADHD对阅读理解在解码和语言理解两个层面都有影响.     

Reading Comprehension Tests Vary in the Skills They Assess: Differential Dependence on Decoding and Oral Comprehension

Comprehension tests are often used interchangeably, suggesting an implicit assumption that they are all measuring the same thing. We examine the validity of this assumption by comparing some of the most popular reading comprehension measures used in research and clinical practice in the United States: the Gray Oral Reading Test (GORT), the two assessments (retellings and comprehension questions) from the Qualitative Reading Inventory (QRI), the Woodcock–Johnson Passage Comprehension subtest (WJPC), and the Reading Comprehension test from the Peabody Individual Achievement Test (PIAT). Modest intercorrelations among the tests suggested that they were measuring different skills. Regression analyses showed that decoding, not listening comprehension, accounts for most of the variance in both the PIAT and the WJPC; the reverse holds for the GORT and both QRI measures. Large developmental differences in what the tests measure were found for the PIAT and the WJPC, but not the other tests, both when development was measured by chronological age and by word reading ability. We discuss the serious implications for research and clinical practice of having different comprehension tests measure different skills and of having the same test assess different skills depending on developmental level.     

The Interaction of Early Maternal Responsiveness and Children's Cognitive Abilities on Later Decoding and Reading Comprehension Skills

This longitudinal study evaluated the extent to which maternal responsiveness across early childhood and children's cognitive skills predicted children's 8-year decoding and reading comprehension skills for children who varied in biological risk (term, n = 83; preterm, n = 155). Patterns of maternal responsiveness during infancy (6, 12, and 24 months) and preschool (3 and 4 years) revealed 4 maternal clusters that varied in consistency and level of maternal responsiveness. Although not predictive of decoding skills, the interaction between children's 4-year cognitive ability and maternal responsiveness cluster predicted children's reading comprehension skills at 8 years of age, regardless of risk. Although consistently high levels of maternal responsive parenting across early childhood related to literacy outcomes for all children in the study, responsive parenting had a stronger relation to later reading comprehension skills for children with lower cognitive abilities, particularly when mothers demonstrated high responsiveness in children's infancy.     

The Relationship Among Oral Language,Decoding Skills,and Reading Comprehension in Children with Autism

The purpose of this study was to examine the relationship among oral language, decoding, and reading comprehension for children with autism. Participants included 13 English-speaking children with a diagnosis of high-functioning autism (IQ > 70) who were included in a typical classroom, and who had parents who spoke English. Parts of the Clinical Evaluation of Language Fundamentals, OWLS: Listening Comprehension, and the Peabody Picture Vocabulary Test were administered to measure oral language abilities, and parts of the Woodcock Reading Mastery Test and Test of Word Reading Efficiency were given to assess decoding and reading comprehension. Results indicated there was no significant relationship between phonology and decoding, but there was a significant relationship between semantics and decoding. There were also significant relationships between semantics and comprehension and syntax and comprehension.     

Levels of Comprehension Monitoring and Working Memory in Good and Poor Comprehenders

This paper reports two studies that investigate differences in comprehension monitoring skills between good and poor comprehenders. Two groups of 9– to 10-year-olds, who were matched for reading vocabulary and word recognition skills but who differed in comprehension skill, were selected. In the first study, in which the children were required to find anomalous words and phrases, the skilled comprehenders engaged in more accurate monitoring of sentence level anomalies (but not word level anomalies) than did the poorer comprehenders. In the second study, the comprehension monitoring task required the children to detect pairs of sentences, in short texts, that were contradictory. In addition, the working memory demands of the task were varied by placing the two items of inconsistent information either in adjacent sentences, or in sentences that were separated in the text by several others. As in the first study, less-skilled comprehenders performed more poorly on the detection task, but the difference between the groups was considerably more pronounced when the sentences were separated than when they were adjacent. In addition, the children were given a numerical working memory test, and the poorer comprehenders performed more poorly on this test. However, although working memory performance was related to performance on some of the error detection tasks, comprehension ability was also a good, and sometimes better, predictor. The results are discussed in terms of the different cognitive abilities that might contribute to efficient comprehension monitoring.     

A Cross-Linguistic,Longitudinal Study of the Foundations of Decoding and Reading Comprehension Ability

ABSTRACT

The present study investigated the moderating role of orthographic consistency on the development of reading comprehension in four language groups (English, n = 179; Spanish, n = 188; Czech, n = 135; Slovak, n = 194) from kindergarten to Grade 2. In all languages, early variations in phoneme awareness/letter knowledge, rapid automatised naming, and emerging decoding skills, but not oral language, predicted variations in decoding skills at the end of Grade 1; these in turn predicted reading comprehension in Grade 2. For the three consistent orthographies (Spanish, Slovak, and Czech), kindergarten language skills were another significant predictor of Grade 2 reading comprehension. This effect was absent in the English sample, where variations in decoding skills were a more powerful predictor. These results provide the first longitudinal evidence for effects of orthographic consistency on the development of reading comprehension and provide support for the simple view of reading.     

英语阅读解题技巧能力的培养

培养学生具有较强的阅读能力是大学英语教学的目的之一。对于非英语专业的大学生来说最为重要。文章主要阐述了在英语阅读理解过程中如何运用阅读基本技巧和略读法、寻读法等阅读方式。     

近五年工作记忆与阅读研究综述

综述了近五年来国内外工作记忆与阅读的相关研究,梳理了工作记忆广度测试的分类和方法。近五年的研究表明,工作记忆与阅读理解能力存在显著的正相关,高工作记忆容量的个体无论在字面意思理解方面还是在推理理解方面都强于低容量者。关于资源分享模型和任务转换假设,有些研究者做了实证研究,但仍有待进一步证实。     

“主位——述位”理论与篇章理解

本试图运用功能语言学中“主位－述位”。的理论来分析小句、段落以及篇章中的主位，探寻篇章的快速解读方法。     

文化背景知识与英文阅读理解

通过文化遗产、社会历史、地理环境、传统意识、宗教信仰五方面对比,分析了中外语言的文化背景知识的差异,提出在英语阅读教学中,要结合英文内容所涉及的他国文化背景知识,理解文句的深层含义,借以提高英文阅读的质量。     

Attentional Resource Emancipation: Toward Understanding the Interaction of Word Identification and Comprehension Processes in Reading

Research on the basic processes of early reading and research on reading comprehension has developed with less than optimal overlap and intercommunication. Indeed, some would say that these two research areas have developed almost independently. This lack of overlap has created knowledge gaps for scholars who wish to address and model the reading process in its entirety. The purpose of this article is to begin to address this problem by giving a brief overview of the development of reading comprehension research over the past 25 years. I discuss in more depth the notion of executive (metacognitive) control in the reading and learning processes and suggest an idea-the emancipation of attentional resources by the automatization of lower level word identification and higher level basic comprehension skills-that might prove useful as a connecting point among basic process, comprehension, and metacognitive research. The article concludes with a series of suggestions as to the types of research questions that must be answered if a comprehensive model of the reading process is to be created.     

如何提高英语阅读水平

阅读是外语学习中获得信息的主要手段 ,要想提高阅读水平 ,首先要具备一些基本阅读条件 ,掌握足够的词汇、常用的短语及扎实的语法知识。同时 ,要想正确理解文章 ,还要具备一些常识 ,专业知识和背景知识 ,掌握了这些要素将对提高阅读能力有很大的帮助