Beal C R
Department of Psychology, Dartmouth College, Hanover, NH 03755.
Child Dev. 1990 Feb;61(1):247-58.
Children in elementary school settings generally do not revise frequently or skillfully, but relatively little is known about the source of their difficulty with revision. 3 studies were conducted to investigate children's developing ability to evaluate and revise problematic texts. In the first 2 studies, fourth-grade (10 years) and sixth-grade (12 years) students were asked to evaluate 3 types of problematic texts and suggest changes to make the texts easier to understand. In the third study, children were asked whether 4 types of revisions improved the comprehensibility of problematic stories. The results showed, first, that older children detected more of the text problems; second, that when younger children spontaneously detected a text problem they were as likely as older children to revise the text adequately; third, that younger children were less able than older children to revise text problems that they had originally overlooked; and, fourth, that younger children overestimated the informativeness of several types of revisions. The results suggest that developmental differences in constructive processing contribute to children's ability to detect and revise text problems.
处于小学阶段的儿童通常不会频繁且熟练地进行修改，但是对于他们在修改方面存在困难的根源，人们了解得相对较少。开展了3项研究来调查儿童评估和修改有问题文本的能力发展情况。在前两项研究中，四年级（10岁）和六年级（12岁）的学生被要求评估3种有问题的文本，并提出修改建议以使文本更易于理解。在第三项研究中，儿童被问及4种修改方式是否能提高有问题故事的可理解性。结果显示，首先，年龄较大的儿童能发现更多的文本问题；其次，当年龄较小的儿童自发发现文本问题时，他们与年龄较大的儿童一样有可能对文本进行充分修改；第三，年龄较小的儿童在修改他们最初忽略的文本问题方面不如年龄较大的儿童；第四，年龄较小的儿童高估了几种修改方式所包含的信息量。结果表明，建构性加工中的发展差异有助于儿童发现和修改文本问题的能力。
