Martin-Chang Sandra Lyn, Levy Betty Ann, O'Neil Sara
Department of Psychology, Neuroscience, and Behavior, McMaster University, Hamilton, Ont., Canada L8S 4K1.
J Exp Child Psychol. 2007 Jan;96(1):37-56. doi: 10.1016/j.jecp.2006.08.004. Epub 2006 Oct 10.
Successful reading instruction entails not only acquiring new words but also remembering them after training has finished and accessing their word-specific representations when they are encountered in new text. We report two studies demonstrating that acquisition, retention, and transfer of unfamiliar words were affected differentially by isolated word and context training. Materials were individualized to include only those words that average readers in second grade were unable to name in context. Different words were trained in each condition; context training presented words in stories, and isolated word training presented words on flashcards. Together, the studies show that context training promotes word acquisition beyond that experienced from reading words in isolation. Contrary to the prevailing opinion, memory performance for words trained in context and in isolation did not differ; children demonstrated excellent retention over an 8-day interval in both conditions. Finally, transfer was maximized when the congruency between training and testing was high. Therefore, when reading trained words in novel circumstances, the best method of training was mediated by the transfer task employed at test.
成功的阅读教学不仅需要习得新单词，还需要在训练结束后记住这些单词，并在新文本中遇到它们时能够获取其特定于单词的表征。我们报告了两项研究，这些研究表明，孤立单词训练和语境训练对不熟悉单词的习得、记忆和迁移产生了不同的影响。材料进行了个性化处理，只包括二年级普通读者在语境中无法说出的那些单词。在每种条件下训练不同的单词；语境训练在故事中呈现单词，孤立单词训练在抽认卡上呈现单词。两项研究共同表明，语境训练促进了单词习得，其效果超过了孤立阅读单词所获得的效果。与普遍观点相反，在语境中训练和孤立训练的单词的记忆表现没有差异；在两种条件下，儿童在8天的间隔内都表现出了出色的记忆能力。最后，当训练和测试之间的一致性较高时，迁移效果达到最大化。因此，当在新的情境中阅读经过训练的单词时，最佳的训练方法由测试时所采用的迁移任务来介导。
