写作停顿视角下的读后续写测试认知效度研究

Investigating the Cognitive Validity of the Continuation Task from the Perspective of Pausing in Writing

本研究考察了35名高三学生在计算机上完成高考英语读后续写测试时的停顿行为,通过键盘记录和内省法探究停顿行为所反映的认知加工过程,以验证读后续写测试的认知效度。结果显示:1)考生完成读后续写任务时,在词间及句间的停顿频次和时长特征与独立写作、综合写作任务相似,但各停顿时段中的停顿频次和时长特征呈现特殊性;2)读后续写测试的考生认知加工过程与独立阅读、独立写作和综合写作测试相似,同时还包含了协同、推理等独特过程;3)读后续写测试所引发的考生认知加工过程与理论预期相符,具有较高的认知效度。

Using keystroke logging with retrospection, this study investigated the pausing behaviors of 35 Year-3 senior high school students during completing the NMET continuation task on computer to explore their cognitive processes and therefore to examine the cognitive validity of the continuation task. The findings indicate that:(1) test-takers ’ pausing indices(i.e. frequency and duration) at linguistic locations(between words and between sentences) are in line with those of independent writing tasks and other integrated writing tasks, whereas the pausing indices at different intervals demonstrate unique patterns;(2) test-takers ’ cognitive processes during the continuation task mirror the similar cognitive processes during independent reading, independent and integrated writing, while also reflect the unique processes such as alignment and inferencing;(3) test-takers ’cognitive processes that the continuation task elicited are aligned with the theoretically based expectations, which suggests that the continuation task is cognitively valid.