本文選題：認(rèn)知靈活性 + 默讀��； 參考：《河北大學(xué)》2017年碩士論文

【摘要】：閱讀是人類特有的智能活動(dòng),是個(gè)體學(xué)習(xí)不可或缺的重要手段。出聲閱讀確保了個(gè)體對(duì)每一個(gè)單詞的注意,促進(jìn)對(duì)閱讀材料的理解;默讀則是一種高效理解文本的閱讀模式。這兩種不同的閱讀模式對(duì)閱讀都是十分重要的。認(rèn)知靈活性是一種同時(shí)處理刺激多方面信息的能力,對(duì)于閱讀信息十分必要。本研究將閱讀模式與認(rèn)知靈活性相結(jié)合,把文章的兩大基本類型作為實(shí)驗(yàn)材料,共設(shè)計(jì)了兩個(gè)實(shí)驗(yàn),旨在對(duì)不同認(rèn)知靈活性的大學(xué)生在默讀與出聲閱讀兩種閱讀模式下的閱讀理解成績(jī)和眼動(dòng)特征差異進(jìn)行研究,觀察其眼動(dòng)模式的不同。首先,對(duì)被試進(jìn)行威斯康星卡片分類測(cè)驗(yàn),篩選出認(rèn)知高靈活性和認(rèn)知低靈活性的大學(xué)生;然后,讓被試隨機(jī)默讀一篇短文和出聲閱讀一篇短文,每篇短文后面有四道選擇題,被試需要口頭報(bào)告出答案,由主試記錄下來(lái),這期間用眼動(dòng)儀進(jìn)行實(shí)時(shí)的眼動(dòng)追蹤;最后,對(duì)被試的閱讀理解成績(jī)和眼動(dòng)指標(biāo)進(jìn)行整理和數(shù)據(jù)分析。實(shí)驗(yàn)1選取的是科技說(shuō)明文,被試共71人,男生29人,女生42人,實(shí)驗(yàn)2選取的是記敘文,被試共58人,男生28人,女生30人,兩個(gè)實(shí)驗(yàn)結(jié)果表明:從總體上看,不論是閱讀科技說(shuō)明文還是記敘文,認(rèn)知高靈活性的大學(xué)生的閱讀理解成績(jī)更高,出聲閱讀模式下大學(xué)生的閱讀理解成績(jī)更高;與出聲閱讀相比,在默讀時(shí),大學(xué)生的注視次數(shù)更少,注視點(diǎn)持續(xù)時(shí)間更短,眼跳距離較大,回視次數(shù)較少,但是丟失時(shí)間更多;閱讀科技說(shuō)明文時(shí),不同認(rèn)知靈活性大學(xué)生在不同閱讀方式下的眼動(dòng)指標(biāo)差異更顯著,但性別因素和專業(yè)因素在閱讀記敘文時(shí)影響更顯著。
[Abstract]:Reading is a unique intellectual activity of human beings and an indispensable means of individual learning. Voice reading ensures individual attention to each word and promotes the understanding of reading materials, while silent reading is a kind of efficient reading mode to understand the text. These two different reading patterns are very important for reading. Cognitive flexibility is a kind of ability to deal with all kinds of information simultaneously, which is necessary for reading information. This study combines the reading model with cognitive flexibility, and designs two experiments, taking the two basic types of the article as the experimental materials. The purpose of this paper is to study the differences in reading comprehension and eye movement characteristics of college students with different cognitive agility in silent reading and vocal reading in order to observe the difference of eye movement patterns. First, the participants were tested with a Wisconsin card sorting test to screen out college students with high cognitive flexibility and low cognitive flexibility. Then, the subjects were randomly asked to read a short essay and read a short essay aloud, with four multiple choice questions at the end of each essay. The subjects need to report the answers orally, and record them by the main test. During this period, eye movement tracking is carried out with eye movement instrument. Finally, the reading comprehension scores and eye movement indexes of the subjects are sorted out and the data are analyzed. Experiment 1 selected 71 participants, 29 boys and 42 girls, and experiment 2 selected narratives, 58 subjects, 28 boys and 30 girls. The results of the two experiments show that: overall, there are 58 students, 28 boys and 30 girls. The students with high cognitive flexibility had higher reading comprehension scores and higher reading comprehension scores under the sound reading mode than those with silent reading, regardless of whether they were reading the technical narratives or narratives. College students have fewer fixation times, shorter fixation point duration, larger distance of eye jump, fewer times of return, but more lost time. There were significant differences in eye movement indexes between different cognitive flexibility students under different reading styles, but gender and professional factors had a more significant effect on narrative reading.
【學(xué)位授予單位】：河北大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：B842

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