社会观点采择与故事阅读的关系——字词认知的调节作用  

The Relationship between Children's Social Perspective-taking and Story Reading Comprehension: Moderating Effect of Vocabulary

作　　者：李芳[1] 罗良[1] 王文静[1] 

机构地区：[1]北京师范大学认知神经科学与学习国家重点实验室,北京100875

出　　处：《心理发展与教育》2014年第3期284-292,共9页Psychological Development and Education

基　　金：北京市教育科学"十二五"规划2013年度重点课题(ABA13015)

摘　　要：以161名小学四年级(10岁)儿童为对象,探讨社会观点采择与故事阅读理解之间的关系。要求被试完成故事阅读理解测验,社会观点采择测验和字词认知测验。采用分层回归进行数据分析,结果发现:(1)被试的社会观点采择能力对阅读理解总分、直接理解、直接推论、诠释整合具有显著的预测作用,对检视评价的预测作用不显著;(2)字词认知调节社会观点采择对故事阅读理解成绩的预测作用。社会观点采择对故事阅读理解成绩的影响随着字词认知能力的减弱而增高。对于字词认知能力较低的儿童,社会观点采择在故事阅读理解中发挥更强的预测作用。The present research explored the connection between social perspective-taking and story reading comprehension outcomes. One hundred and sixty-one ten-years old （four-grade） children completed a social perspective-taking measure, a story reading comprehension test and a vocabulary scale. Hierarchical regression was used for data analysis, results suggested that： social perspective-taking could predict the overall score of story reading comprehension, and the score of the three of four reading processes at significant level, which include ＇ focusing on and retrieving explicitly stated information＇, ＇ making straightforward inferences＇ , and ＇ examining and evaluating content,language,and textual elements＇. But social perspective-taking could not predict the process of ＇interpreting and integrating ideas and information＇ Moreover, our results revealed that vocabulary level was a moderator in the relationship between social perspective-taking and story reading comprehension. That is, children who had low level vocabulary, the role social perspective-taking played was more important compared with their peers who have high level vocabulary on the story reading comprehension.

关 键 词：观点采择 字词认知 阅读理解 调节效应 儿童 

分 类 号：G442[哲学宗教—心理学]