大学生文本阅读中运用文章标记策略的知识反转效应

Expertise Reversal Effect of Using Text Signals Strategy in College Students’ Text Reading

研究旨在探索大学生文本阅读中文章标记策略的运用效果是否会受到其先备知识的影响而出现知识反转效应,同时考察效应产生的认知负荷与动机特点。选取120名母语为汉语的大学生,采用2(先备知识水平)×2(文章标记类型)两因素被试间设计进行实验研究。结果显示:(1)大学生文本阅读运用文章标记策略出现了知识反转效应,低先备知识者阅读有标记文本的记忆成绩显著高于无标记文本,而高先备知识者阅读无标记文本的记忆成绩和总成绩高于有标记文本;(2)低先备知识者阅读有标记文本的心理努力显著低于无标记文本,而高先备知识者在无标记条件下的心理努力较低;(3)具有不同先备知识的个体阅读有、无标记文本的动机得分无显著差异。结论:文本阅读中文章标记策略的运用受到学习者先备知识的影响,出现了知识反转效应,效应产生与具有不同先备知识的个体在有、无标记文本阅读条件下心理努力得分反转有关。

The research aims to explore whether the effect of using text signals strategy in college students’text reading will be affected by prior knowledge,and present expertise reversal effect,and to examine the cognitive load and motivation characteristics of the effect.120 Chinese-speaking college students were selected to conduct experimental research using 2(prior knowledge levels)×2(text signals types)two-factors design.The results show that,first using text signals strategy in text reading has an expertise reversal effect,the memory score of lower prior knowledge readers reading signaled texts is significantly higher than that of unsignaled texts,while higher prior knowledge readers read unsignaled text with higher memory scores and total scores than read signaled text;secondly,lower prior knowledge readers’mental effort to read signaled texts is significantly lower than to read unsignaled texts,while higher prior knowledge reader have lower mental effort score under unsignaled conditions.The conclusion is that the application of the text signals strategy in text reading is influenced by the learner’s prior knowledge,and the expertise reversal effect appears;thirdly there are no significant difference in motivation scores for individuals with different prior knowledge reading whether or not there is a signaled text.The effect is related to the mental effort score reversal of the different prior knowledge readers with or without the signaled text reading.