Phillips Natalie E, Mills Caitlin, D'Mello Sidney, Risko Evan F
a Department of Psychology , University of Waterloo , Waterloo , ON , Canada.
b Department of Psychology , University of Notre Dame, Notre Dame , IN , USA.
Q J Exp Psychol (Hove). 2016 Dec;69(12):2338-2357. doi: 10.1080/17470218.2015.1107109. Epub 2016 Mar 30.
Re-reading has been shown to have a minimal benefit on text comprehension, in comparison to reading only once or other types of study techniques (e.g., testing; self-explanation). In two experiments we examined the effect of re-reading on mind wandering. Participants read two texts, during which they responded to intermittent mind wandering probes. One text was read once and the other twice. Consistent with previous findings, there was no effect of re-reading on comprehension even though participants reported feeling more competent when they re-read the text. Critically, participants mind wandered more while re-reading. Furthermore, the effect of re-reading on mind wandering was specific to intentional forms of mind wandering rather than unintentional. The implications of these results for understanding mind wandering and the limited effectiveness of re-reading as a mnemonic are discussed.
与只读一次或其他类型的学习技巧（如测试、自我解释）相比，重读对文本理解的益处微乎其微。在两项实验中，我们研究了重读对走神的影响。参与者阅读两篇文本，在此期间他们要对间歇性的走神探测做出反应。一篇文本读一次，另一篇读两次。与之前的研究结果一致，重读对理解没有影响，尽管参与者表示重读文本时感觉更有能力。关键的是，参与者在重读时走神更多。此外，重读对走神的影响特定于有意的走神形式，而非无意的。我们讨论了这些结果对于理解走神以及重读作为一种记忆方法的有限有效性的意义。
