不同语言理解能力中学生的语篇连贯推理  

The Bridging Inference of Skilled and Less Skilled Middle School Comprehenders

作　　者：井世洁[1] 缪小春[2] 

机构地区：[1]南开大学心理学研究中心,天津300071 [2]华东师范大学心理系,上海200062

出　　处：《心理科学》2004年第2期301-303,共3页Journal of Psychological Science

基　　金：南开大学青年教师科研基金资助项目(P02003)

摘　　要：该研究使用移动视窗技术考察了初二和高一年级中的高低语言理解能力被试语篇阅读过程中将当前信息与背景信息之间建立联系,建构语篇连贯表征的连贯推理加工特点。结果表明:(1)不同语言理解能力个体对语篇中明确提及信息的记忆无差异,但在阅读过程中进行连贯推理上存在差异。(2)个体进行连贯推理的速度和准确度会随年龄增加有所提高。Using the experimental paradigm of the self-paced Moving Window, the researchers investigated the bridging inference of skilled and less skilled middle school comprehenders. The results showed that(1) There was no difference between skilled and less skilled comprehenders in using information which was mentioned in the discourse, but less skilled comprehenders found it more difficult to make bridging inference,connecting the last sentence of the discourse with background information than skilled ones. (2)The pace and veracity of making bridging inference improved as the age increased.

关 键 词：语言理解能力 中学生 阅读过程 语篇理解 连贯推理 记忆 

分 类 号：B842[哲学宗教—基础心理学]