摘要
该研究通过三个实验探讨高职生英语阅读的文章标记效应。实验一探讨文章标记对阅读英语长、短文章的影响,结果发现文章标记对英语长文章主题信息保持的促进作用大于对英语短文章主题信息的促进作用。实验二以EyelinkⅡ型眼动仪为工具,考察被试阅读有、无标记文章的主题句的眼动模式的差异,结果发现被试阅读这两类主题句的眼动模式存在显著差异。实验三考察对被试进行文章结构策略训练对文章标记效应的影响,结果发现训练促进了被试对无标记英语长文章主题信息的保持,研究结果支持策略转换假设。
Three experiments were conducted to examine the effects of text signals on English text reading. Experiment 1 showed that text signals improved memory performance for topics of long Enghsh text than that of short English text. Experiment 2 showed that when participants read the topic sentences with signals or no signals, eye movements were different. Experiment 3 was conducted to examine the influence of training on the effects of text signals. It was found that training improved memory performance for topics of long English text with no signals. The results supported the strategy - switch hypothesis.
出处
《心理学探新》
CSSCI
2009年第1期32-36,共5页
Psychological Exploration
基金
教育部人文社会科学重点研究基地项目(02JAZJDXLX003,01JAZJDXLX003)
教育部新世纪优秀人才项目
天津市教育科学“十一五”规划项目(ZZG194)
关键词
文章标记效应
英语文章阅读
眼动
策略转换假设
结构策略训练
effects of text signals
English text reading
eye movements
strategy - switch hypothesis
structure strategy training
