小学生阅读迁移机制的初步研究——字词表征还是内容表征  

A Preliminary Study on the Mechanism of Reading Transfer in Primary School Students: Is it Word Representation or Content Representation?

作　　者：何先友[1] 庞多维[1] 

机构地区：[1]华南师范大学心理学系,广州510631

出　　处：《心理科学》2004年第1期134-136,共3页Journal of Psychological Science

基　　金：教育部人文社会科学研究"十五"规划项目 (项目号 :0 1JDXLX0 0 3)

摘　　要：探讨文章字词与内容在小学生篇章阅读迁移中的作用。结果发现 ,阅读水平和阅读条件均对阅读迁移效果有显著主效应。阅读水平低的被试的阅读准确性提高得更大 ;完全重复条件和词汇重复条件在阅读时间和准确性上都没有显著差异 ,完全重复条件下的阅读时间和准确性均比意义重复及无相关条件的阅读时间和准确性提高得更多 ;词汇重复条件下的阅读时间和准确性显著高于意义重复条件下的成绩 ;词汇相同的阅读准确性也显著高于无相关条件下的阅读准确性。据此 ,我们可以初步得出小学生的篇章阅读迁移主要依赖词汇表征 。The effects of words in the texts and their contents on the mechanism of reading transfer were explored in the experiment. It was conducted with grade 4 students in primary schools individually. The amount of transfer was indicated by increase in the reading speed and accuracy of the second text. The first text was related to the second by overlap in words only, in content only,in words and content, or in neither words nor content. The results indicated that overlap in words played an indispensable role in reading transfer, and overlap in words greatly improved the transfer of students with a lower reading level. There were no significant differences in the reading time and accuracy between the complete repetition condition and the word overlap condition. The increases in reading time and accuracy in complete repetition were much greater than those under the meaning overlap and irrelevant condition, while the reading time and accuracy under the word overlap condition were greater than those under the meaning overlap condition. The accuracy in word overlap was significantly higher than that of the irrelevant condition. It is concluded that word representation is the mechanism of reading transfer in primary school students.

关 键 词：小学生 阅读迁移机制 阅读时间 词汇重复 意义重复 字词表征 内容表征 阅读准确性 

分 类 号：B842[哲学宗教—基础心理学]