错误信息距离和阅读水平对小学一年级儿童语篇阅读理解监控的影响

The Effects of Distance of Erroneous Information and Reading Ability on Reading Comprehension Monitoring in First-Grade Pupils

目的:本文基于情境模型,考察错误信息距离和阅读水平对小学一年级儿童理解监控的影响。方法:采用错误检测范式并操纵记叙文语篇中错误信息的距离,探讨不同阅读水平儿童整体和局部理解监控是否存在差异。结果:相对于局部理解监控,儿童整体理解监控的正确率更低,反应时更长;高阅读水平儿童的局部理解监控正确率高于整体理解监控,低阅读水平儿童的整体和局部理解监控正确率不存在差异。总体上,高阅读水平儿童的监控正确率和反应时优于低阅读水平儿童,尤其在局部理解监控正确率上更明显。结论:小学一年级儿童能够对语篇进行监控,但随着错误信息距离的增加,儿童监控表现变得更差。而且,高阅读水平儿童的理解监控比低阅读水平儿童更好。这一结果为基于工作记忆建立的情境模型提供了新的支持。

Objective:This study aims to investigate the effects of the distance between two pieces of erroneous informa⁃tion and reading ability on reading comprehension monitoring in first-grade pupils based on the theory of situation model.Methods:The error detection paradigm was used to manipulate the distance of the error message and measure the cognitive process of children in text reading comprehension monitoring.The participants were divided into high reading ability and low reading ability groups.Results:The results showed that the monitoring accuracy of global comprehension monitoring was significantly lower than that of local comprehension monitoring,and the reaction time of global comprehension monitor⁃ing was significantly longer than that of local comprehension monitoring.Furthermore,the monitoring accuracy of global comprehension monitoring of children with high reading ability was significantly lower than local comprehension monitor⁃ing,while there was no significant difference between the global comprehension monitoring and the local comprehension monitoring of children with low reading ability.In both global and local comprehension monitoring,the monitoring accuracy and reaction time of children with high reading ability were significantly better than those of children with low reading abili⁃ty,particularly in the accuracy of local comprehension monitoring.Conclusion:First-grade pupils are capable of monitor⁃ing their reading comprehension,but their monitoring performance declines as the distance between erroneous information increases.Additionally,children with higher reading ability demonstrate better comprehension monitoring compared to those with lower reading ability.These findings provide new support for the theory of situation model based on working mem⁃ory.