调查一般理解能力的差异。
Investigating differences in general comprehension skill.
作者信息
Gernsbacher M A, Varner K R, Faust M E
机构信息
Department of Psychology, University of Oregon, Eugene 97403-1227.
出版信息
J Exp Psychol Learn Mem Cogn. 1990 May;16(3):430-45. doi: 10.1037//0278-7393.16.3.430.
For adults, skill at comprehending written language correlates highly with skill at comprehending spoken language. Does this general comprehension skill extend beyond language-based modalities? And if it does, what cognitive processes and mechanisms differentiate individuals who are more versus less proficient in general comprehension skill? In our first experiment, we found that skill in comprehending written and auditory stories correlates highly with skill in comprehending nonverbal, picture stories. This finding supports the hypothesis that general comprehension skill extends beyond language. We also found support for the hypotheses that poorer access to recently comprehended information marks less proficient general comprehension skill (Experiment 2) because less skilled comprehenders develop too many mental substructures during comprehension (Experiment 3), perhaps because they inefficiently suppress irrelevant information (Experiment 4). Thus, the cognitive processes and mechanisms involved in capturing and representing the structure of comprehensible information provide one source of individual differences in general comprehension skill.
对于成年人而言，书面语言理解能力与口语理解能力高度相关。这种一般的理解能力是否会延伸到基于语言的模态之外呢？如果是这样，哪些认知过程和机制能够区分一般理解能力较强和较弱的个体呢？在我们的第一个实验中，我们发现书面和听觉故事的理解能力与非语言图片故事的理解能力高度相关。这一发现支持了一般理解能力会延伸到语言之外的假设。我们还发现以下假设得到了支持：获取最近理解信息的能力较差标志着一般理解能力较弱（实验2），因为理解能力较差的人在理解过程中会形成过多的心理子结构（实验3），这可能是因为他们无法有效地抑制无关信息（实验4）。因此，参与捕捉和表征可理解信息结构的认知过程和机制是一般理解能力个体差异的一个来源。
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