Wannagat Wienke, Waizenegger Gesine, Nieding Gerhild
Department of Psychology (Developmental Psychology), University of Würzburg, Röntgenring 10, 97070, Würzburg, Germany.
Cogn Process. 2017 Nov;18(4):491-504. doi: 10.1007/s10339-017-0820-y. Epub 2017 Jun 7.
We examined whether the comprehension of narrative texts differed between auditory, audiovisual, and written text presentations in a sample of 8- and 10-year-olds and adults. Based on multi-level theories of text comprehension that assume text comprehension to involve at least three levels of mental representation, we applied a sentence recognition task that enabled the separate assessment of the memory of the text surface, text base, and the situation model. Results indicate that 8-year-olds benefit from audiovisual and auditory text presentations in comparison with written text presentations in terms of their memory of situation model information. For 10-year-olds and adults, their text comprehension did not differ between audiovisual, auditory, and written text presentations. Additionally, the mode of text presentation had no effect on the memory of text surface and text base information.
我们在一个包含8岁、10岁儿童及成年人的样本中，研究了叙事文本在听觉、视听和书面文本呈现方式下的理解是否存在差异。基于文本理解的多层次理论，该理论认为文本理解至少涉及三个心理表征层次，我们采用了一个句子识别任务，该任务能够分别评估文本表面、文本基础和情境模型的记忆。结果表明，与书面文本呈现方式相比，8岁儿童在情境模型信息记忆方面受益于视听和听觉文本呈现方式。对于10岁儿童和成年人来说，他们在视听、听觉和书面文本呈现方式下的文本理解没有差异。此外，文本呈现方式对文本表面和文本基础信息的记忆没有影响。
