摘要
本研究采用"视空间和言语交替"任务范式分离言语工作记忆的加工和储存两个成分,分别探讨了英语工作记忆的加工和储存成分对我国中学生英语阅读理解的作用及其途径,以及汉语工作记忆的加工和储存成分对中学生英语阅读理解是否具有跨语言影响。98名初中二年级学生完成了一般认知能力、英语阅读理解、汉语和英语工作记忆任务。结果表明:(1)英语工作记忆的加工和储存成分对英语阅读理解均有显著的独立预测作用;(2)英语工作记忆的储存成分对英语阅读理解的作用部分是由加工成分引起的;(3)汉语工作记忆的加工成分对英语阅读理解没有显著的直接预测作用,但却以英语工作记忆的加工成分为中介间接作用于英语阅读理解;汉语工作记忆的储存成分对英语阅读理解没有显著的预测作用。可见,言语工作记忆是一个多成分系统,加工和储存两个成分是相对分离的,并且它们具有不同的跨语言特性,加工存在跨语言一般性,而储存则具有语言特异性。
We examined the effects of the processing and the storage in English and Chinese working memory on English reading comprehension among Chinese middle school students. Ninety-eight students in Grade 8 completed tasks of general cognitive ability, English reading comprehension, Chinese working memory, and English working memory. Using an interference paradigm to cross the processing and storage demands of span tasks, we separated the processing and storage components in working memory. Results showed both the processing and the storage in English working memory significantly accounted for unique variances in English reading comprehension. The processing in English working memory partially mediated the effect of the storage in English working memory and completely mediated the effect of the processing in Chinese working memory on English reading comprehension. The storage in Chinese working memory didnt have significant effects on English reading comprehension. This study supported the multi-component structure of verbal working memory, and the processing is cross-linguistic, whereas the storage is language specific
出处
《心理发展与教育》
CSSCI
北大核心
2012年第1期61-69,共9页
Psychological Development and Education
基金
教育部科学技术重点项目(109027)
关键词
汉语
英语
工作记忆
加工
储存
阅读理解
Chinese
English
working memory
processing
storage
reading comprehension
