测量认知能力对句子理解的影响：来自小学年龄儿童的证据。
Measuring the Effects of Cognitive Capacity on Sentence Comprehension: Evidence From Elementary School-Age Children.
机构信息
Early Childhood Education and Research Center, Utah State University, Logan.
出版信息
J Speech Lang Hear Res. 2024 Oct 8;67(10):3778-3793. doi: 10.1044/2024_JSLHR-24-00155. Epub 2024 Sep 18.
PURPOSE
Our aim was to (a) develop a sentence comprehension measure that distinguished between cognitive capacity and syntactic knowledge in school-age children and (b) examine the relationship between comprehension performance and cognitive variables (working memory capacity and retrieval from long-term memory).
METHOD
We developed and administered a picture selection sentence comprehension task to 122 school-age children representing varied cognitive abilities. We evaluated comprehension accuracy and response time in two syntactically identical conditions but with different cognitive demands incorporated in picture foils-one with low demand using superfluous adjectives and another with high demand using contrastive adjectives. Children also completed tasks measuring working memory capacity and long-term memory retrieval.
RESULTS
Comprehension accuracy was significantly lower, and response times were longer in the high-cognitive demand condition compared to the low-demand condition. Errors frequently involved incorrect attribute selection in the high-demand condition that included contrastive adjectives in picture foils, while reversal errors prevailed in the low-demand condition, which included superfluous adjectives. Accuracy correlated positively with the memory variables. Hierarchical regression analysis showed that after adjusting for comprehension in the low-cognitive demand condition (38.60% variance), memory variables accounted for 4.50% additional variance in the high-demand condition with only working memory capacity as the unique predictor.
CONCLUSIONS
The significant role of working memory capacity in comprehending sentences with high cognitive demand indicated the recruitment of active attention and verbal rehearsal. Data support the newly developed measure's potential for assessing cognitive skills integral to sentence comprehension in school-age children.
SUPPLEMENTAL MATERIAL
目的
（a）开发一种句子理解测试，以区分学龄儿童的认知能力和句法知识；（b）考察理解表现与认知变量（工作记忆容量和长时记忆提取）之间的关系。
方法
我们开发并向 122 名具有不同认知能力的学龄儿童施测了图片选择句子理解任务。我们在两种句法相同但认知要求不同的图片干扰项中评估理解准确性和反应时：一种是使用冗余形容词的低要求条件，另一种是使用对比形容词的高要求条件。儿童还完成了测量工作记忆容量和长时记忆提取的任务。
结果
与低认知要求条件相比，高认知要求条件的理解准确性显著降低，反应时间更长。错误经常涉及在高需求条件下图片干扰项中对比形容词的错误属性选择，而在低需求条件下则以反转错误为主，这种条件包含冗余形容词。准确性与记忆变量呈正相关。层次回归分析显示，在调整低认知需求条件下的理解（38.60%的方差）后，记忆变量在高需求条件下解释了 4.50%的额外方差，只有工作记忆容量是唯一的预测因子。
结论
工作记忆容量在理解高认知需求的句子中起着重要作用，这表明它需要积极的注意力和言语复述。数据支持新开发的测试方法在评估学龄儿童句子理解所必需的认知技能方面的潜力。
Zotero 插件