文本信息的激活与整合:阅读优生与差生的比较

THE ACTIVATION AND INTEGRATION OF TEXT INFORMATION: COMPARISON BETWEEN GOOD AND POOR READERS

探讨阅读优生与差生文本阅读过程中文本信息的激活与整合模式,包括 3个实验。实验一通过运用不一致实验范式(inconsistentparadigm)考察阅读优生与阅读差生能否形成整体连贯性与局部连贯性。结果发现,阅读差生难以形成整体连贯性。实验二运用探测-核证范式 (probe-verificationparadigm)通过比较在三个位置后 (人物特征描述、填充段落、目标句)的探测句的反应时间,探讨阅读差生不能形成整体连贯性的原因是由于不能激活先前的信息,还是整合信息时出现了问题。结果发现阅读差生与优生一样都可以激活先前的信息,说明阅读差生不能形成整体连贯性的原因可能是整合的问题。实验三进一步验证了阅读差生不能形成整体连贯性的原因是由于不能把已经激活的信息很好地加以整合所致。

The activation and integration models of text information in reading were explored for good and poor readers in the study. Three experiments were conducted. Inconsistent paradigm was used in Experiment 1 to examine whether good and poor readers could maintain global and local coherence. The results showed that poor readers couldn't maintain global coherence. Probe-verification paradigm was used in Experiment 2 to investigate the reason why poor readers could not maintain global coherence. The probe sentences were either located after the protagonist's characteristics description, or after filler passage, or after target action. By comparing the reaction time to probe sentences in the three locations, it could be concluded that whether it was because of activation or integration. The results indicated that, just like good readers, poor readers could activate the information in long-term memory. It implied that the reason why poor readers could not maintain global coherence was not that they could not activate previous information, but might be that they had difficulty in integrating the information. Experiment 3 further confirmed that the reason was that poor readers had difficulty in integrating the activated information with new information.