ISSN 0439-755X
CN 11-1911/B
主办:中国心理学会
   中国科学院心理研究所
出版:科学出版社

心理学报 ›› 2014, Vol. 46 ›› Issue (8): 1043-1051 .doi: 10.3724/SP.J.1041.2014. 01043

• 论文 •    下一篇

组织型插图对不同认知方式个体说明性文本阅读的影响

李寿欣;张德香;张建鹏   

  1. 山东师范大学心理学院, 济南 250014
  • 收稿日期:2013-07-16 发布日期:2014-08-25 出版日期:2014-08-25
  • 通讯作者: 李寿欣
  • 基金资助:

    全国教育科学规划课题“学生阅读过程个体差异的眼动差异研究” (DBA090292)、山东省重点学科“发展与教育心理学”和山东省高校人类认知和行为发展重点实验室资助。

The Effect of Causal Diagrams on Expository Texts Reading for Individuals with Different Cognitive Styles

LI Shouxin;ZHANG Dexiang;ZHANG Jianpeng   

  1. Department of Psychology, Shandong Normal University, Jinan 250014, China
  • Received:2013-07-16 Online:2014-08-25 Published:2014-08-25
  • Contact: LI Shouxin

摘要:

采用图文相继呈现、文本逐句阅读的范式, 通过反应时技术与出声思维的方法考察了组织型插图对不同认知方式个体说明性文本阅读过程与阅读结果的影响, 结果发现, 与单一文本相比, 场独立个体在有插图条件下的阅读成绩显著提高, 而阅读时间没有增加, 并产生了更多的推理、细化和提问策略; 而场依存个体在有插图条件下的阅读成绩显著提高, 阅读时间也显著增多, 而理解策略没有变化。这说明组织型插图对两种认知方式个体说明性文本的阅读均起到促进作用, 但场独立个体没有因为增加组织型插图而付出更多的加工努力, 而是通过调整理解策略的方式来提高阅读效果; 而场依存个体在阅读过程中没有根据组织型插图调整理解策略, 阅读效果的提高是以付出更多的加工努力为代价的。

关键词: 辅助性信息, 插图, 说明性文本, 认知方式

Abstract:

Expository texts are mainly characterized by presenting abstract categories and embodying abundant inter-related concepts and relational information. The design of expository texts is in a way to prescribe a fixed processing route. However, it becomes difficult for a reader to encode multiple concept relations simultaneously, which, consequently, according to cognitive load theory, imposes heavy cognitive demands on working memory. Causal diagrams as a form of external adjunct aids have been largely examined in recent years as a potential breakthrough in easing out the problems associated with comprehending expository texts. The main purpose of the current study was to examine whether the effect of causal diagrams on expository texts reading could be different to individuals with different cognitive styles. Three experiments were designed to examine the effect of causal diagrams on expository text for different cognitive style individuals. ExperimentⅠexamined whether causal diagram could facilitate expository texts reading for individuals with different cognitive styles by comparing their reading under the condition of a text with or without a causal diagram. ExperimentⅡexamined the difference of process effort and performance for individuals with different cognitive styles by comparing their reading under the condition of causal diagram + text and text + text. Using think-aloud protocols, Experiment Ⅲ examined the influence of causal diagram on readers’ comprehension strategy for individuals with different cognitive styles by comparing their reading under the condition of a text with or without a causal diagram. The results were that, compared to a single text, field independent (FI) individuals’ reading scores were improved while the reading time was not increased when presented with a text with a causal diagram; furthermore, more causal-bridging inferences and questioning strategies were generated. However, field dependent (FD) individuals’ reading scores and reading time were significantly improved, while their comprehension strategies were not changed when presented with a text with a causal diagram. The results revealed that causal diagram could improve reading performance of the expository text for both FI and FD. FI individuals didn’t increase more processing effort when presented with a causal diagram, and they improved their reading efficiency by adjusting the comprehension strategies, while FD individuals improved their reading efficiency by increasing more processing effort, and their comprehension strategies were not changed.

Key words: adjunct aids, causal diagram, expository texts, cognitive style