Markman E M
Child Dev. 1979 Sep;50(3):643-55.
2 factors were proposed to affect awareness of one's comprehension failure: the inferential processing requirements, and the kind of standards against which comprehension is evaluated. These studies investigated elementary school children's awareness of their own comprehension failure when presented with inconsistent information. Study 1 showed that children were more likely to notice explicit than implicit contradictions. However, even 12-year-olds judged as comprehensible a sizable proportion of essays with seemingly obvious inconsistencies. Yet, the children had good probed recall of the information, the logical capacity to draw the inferences, and were not generally reluctant to question the experimenter. In subsequent studies children were (a) asked to repeat sentences in order to guarantee that the 2 inconsistent propositions were concurrently activated in working memory, and (b) warned about the existence of a problem in order to promote more careful evaluation. Taken together, the results suggest that to notice inconsistencies children have to encode and store the information, draw the relevant inferences, retrieve and maintain the (inferred) propositions in working memory, and compare them. Third through sixth graders do not spontaneously carry out those processes that they are capable of carrying out.
推理加工要求，以及用于评估理解的标准类型。这些研究调查了小学生在面对不一致信息时对自身理解失败的意识。研究1表明，儿童更容易注意到明确的而非隐含的矛盾。然而，即使是12岁的孩子也将相当一部分存在明显不一致的文章判断为可理解的。不过，孩子们对信息有良好的探测性回忆，具备进行推理的逻辑能力，并且总体上并不不愿意质疑实验者。在随后的研究中，要求孩子们（a）重复句子，以确保两个不一致的命题在工作记忆中同时被激活，以及（b）被告知存在问题，以促进更仔细的评估。综合来看，结果表明，为了注意到不一致之处，孩子们必须对信息进行编码和存储，进行相关推理，在工作记忆中检索并维持（推断出的）命题，然后进行比较。三年级到六年级的学生不会自发地执行他们有能力执行的那些过程。
