词汇类型和阅读水平对小学一年级儿童阅读理解监控的影响

doi:10.16187/j.cnki.issn1001-4918.2024.02.07

摘要/Abstract

摘要： 本文以小学一年级儿童为被试,在有提示的前提下,采用错误检测范式,通过操纵词汇类型考察不同阅读水平儿童词汇阅读理解监控的加工过程。结果发现:(1)实验1中,相对于一致和无关控制词,儿童对形似词的监控正确率最低;而儿童对一致、无关控制和形似词的监控反应时不存在差异;(2)实验2中,相对于一致和无关控制词,儿童对音同词的监控正确率最低;高阅读水平儿童对音同词的监控反应时显著快于无关控制词。总体上,高阅读水平儿童的监控正确率和反应时均优于低阅读水平儿童。这表明,语音、字形及儿童阅读水平的高低均对小学一年级儿童词汇阅读理解监控加工产生影响,为情境模型提供了一定的支持。

关键词: 儿童, 阅读理解监控, 阅读水平, 词汇类型, 错误检测

Abstract: In order to explore the influence of vocabulary type and reading ability on reading comprehension monitoring, we recruited first grade of primary school pupils to complete two experiments with error detection paradigm. The participants were divided into two groups: high reading ability group and low reading ability group. Results from the two experiments and the comprehensive analysis suggested that the monitoring accuracy varied significantly for different types of vocabulary. To be specific, the monitoring accuracy of homophones and homographs were significantly lower than that of same and totally different word groups; there was no significant difference of reaction time among the three types of vocabulary. Moreover, in both experiment 1 and experiment 2, the monitoring accuracy and reaction time of children with high reading ability in the three types of vocabulary were significantly better than that of children with low reading ability. This study revealed characteristics of the performance of first grade pupils in reading comprehension monitoring. It was concluded that the phonological or graphic features of Chinese characters and children’s reading ability greatly affected the cognitive process of children in reading comprehension monitoring. The above findings tend to support situation model.

Key words: children, reading comprehension monitoring, reading ability, vocabulary type, the error detection paradigm

中图分类号:

G442

史梦梦, 任桂琴, 孙军红, 张鑫星. 词汇类型和阅读水平对小学一年级儿童阅读理解监控的影响[J]. 心理发展与教育, 2024, 40(2): 207-214.

SHI Mengmeng, REN Guiqin, SUN Junhong, ZHANG Xinxing. Effects of Vocabulary Type and Reading Ability on Reading Comprehension Monitoring in First Grade Pupils[J]. Psychological Development and Education, 2024, 40(2): 207-214.

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