Freed Erin M, Hamilton Stephen T, Long Debra L
Department of Psychology University of California, Davis.
J Mem Lang. 2017 Dec;97:135-153. doi: 10.1016/j.jml.2017.07.008. Epub 2017 Aug 25.
Individual-difference research on reading comprehension is challenging because reader characteristics are as correlated with each other as they are with comprehension. This study was conducted to determine which abilities are central to explaining comprehension and which are secondary to other abilities. A battery of psycholinguistic and cognitive tests was administered to community college and university students. Seven constructs were identified: word decoding, working-memory capacity (WMC), general reasoning, verbal fluency, perceptual speed, inhibition, and language experience. Only general reasoning and language experience had direct effects; these two variables accounted for as much variance in comprehension as did the complete set. Direct effects of WMC and decoding were found only when general reasoning and language experience were deleted from the models. The authors question the need to include WMC in our theories of variability in adult reading comprehension and highlight the need to understand precisely how vocabulary facilitates comprehension.
阅读理解的个体差异研究颇具挑战性，因为读者的各种特征之间相互关联的程度与它们和阅读理解的关联程度一样高。本研究旨在确定哪些能力对于解释阅读理解最为关键，哪些能力相对于其他能力来说是次要的。对社区学院和大学的学生进行了一系列心理语言学和认知测试。确定了七个结构：单词解码、工作记忆容量（WMC）、一般推理、语言流畅性、感知速度、抑制和语言经验。只有一般推理和语言经验具有直接影响；这两个变量在阅读理解中所解释的方差与整套变量所解释的一样多。只有当模型中剔除一般推理和语言经验时，才发现工作记忆容量和单词解码的直接影响。作者质疑在我们关于成人阅读理解变异性的理论中纳入工作记忆容量的必要性，并强调需要准确理解词汇如何促进阅读理解。
