Stine-Morrow Elizabeth A L, Noh Soo Rim, Shake Matthew C
Beckman Institute and Department of Educational Psychology, University of Illinois at Urbana-Champaign, Champaign, IL, USA.
Q J Exp Psychol (Hove). 2010 Jul;63(7):1430-55. doi: 10.1080/17470210903330983. Epub 2009 Nov 25.
This research examined age differences in the accommodation of reading strategies as a consequence of explicit instruction in conceptual integration. In Experiment 1, young, middle-aged, and older adults read sentences for delayed recall using a moving-window method. Readers in an experimental group received instruction in making conceptual links during reading while readers in a control group were simply encouraged to allocate effort. Regression analysis to decompose word-by-word reading times in each condition isolated the time allocated to conceptual processing at the point in the text at which new concepts were introduced, as well as at clause and sentence boundaries. While younger adults responded to instructions by differentially allocating effort to sentence wrap-up, older adults allocated effort to intrasentence wrap-up and on new concepts as they were introduced, suggesting that older readers optimized their allocation of effort to linguistic computations for textbase construction within their processing capacity. Experiment 2 verified that conceptual integration training improved immediate recall among older readers as a consequence of engendering allocation to conceptual processing.
本研究考察了在概念整合方面进行明确指导后，阅读策略调整中的年龄差异。在实验1中，年轻人、中年人及老年人使用移动窗口法阅读句子以进行延迟回忆。实验组的读者在阅读过程中接受了关于建立概念联系的指导，而对照组的读者仅被鼓励投入精力。通过回归分析分解每种条件下逐字阅读时间，分离出在引入新概念时、从句和句子边界处分配给概念处理的时间。虽然年轻人通过有差异地分配精力来处理句子收尾来响应指导，但老年人则在引入新概念时将精力分配到句子内收尾和新概念上，这表明老年读者在其处理能力范围内优化了对文本库构建语言计算的精力分配。实验2证实，概念整合训练通过促使向概念处理分配精力，提高了老年读者的即时回忆能力。
