Long Debra L, Prat Chantel, Johns Clinton, Morris Phillip, Jonathan Eunike
Department of Psychology, University of California, Davis, California 95616, USA.
Psychon Bull Rev. 2008 Jun;15(3):604-9. doi: 10.3758/pbr.15.3.604.
The goal of this study was to examine how individual variation in readers' skills and, in particular, their background knowledge about a text are related to text memory. Recollection and familiarity estimates were obtained from remember and know judgments to text ideas. Recollection estimates to old items were predicted by readers' background knowledge, but not by other comprehension-related factors, such as word-decoding skill and working memory capacity. False alarms involving recollection of new items (inferences) were diminished as a function of verbal ability, working memory capacity, and reasoning but increased as a function of background knowledge. The results suggest that recollection indexes the reader's ability to construct a text representation in which text ideas are integrated with relevant domain knowledge. Moreover, these results highlight the importance of background knowledge in explaining individual variation in comprehension and memory for text.
本研究的目的是考察读者技能的个体差异，尤其是他们对文本的背景知识，是如何与文本记忆相关联的。通过对文本观点的“记得”和“知道”判断来获得回忆和熟悉度估计。对旧项目的回忆估计由读者的背景知识预测，而非由其他与理解相关的因素预测，如单词解码技能和工作记忆容量。涉及对新项目（推理）回忆的错误警报随着语言能力、工作记忆容量和推理能力的提高而减少，但随着背景知识的增加而增加。结果表明，回忆反映了读者构建文本表征的能力，在该表征中，文本观点与相关领域知识相互整合。此外，这些结果凸显了背景知识在解释文本理解和记忆中的个体差异方面的重要性。
