Faulkner H J, Levy B A
Dept. of Psychology, McMaster University, Hamilton, Ontario, Canada.
J Exp Child Psychol. 1994 Aug;58(1):1-24. doi: 10.1006/jecp.1994.1023.
Four experiments examined the factors that influence across-text transfer for children. Transfer was indicated by increases in the reading speed and accuracy of a second text following reading of different first texts. The first texts were related to the second by overlap in words only, in content only, in words and content, or in neither words nor content. Results indicated that the extent to which readers benefited from word or content overlap depended on the interaction of reader skill with text difficulty. Children who read texts that were easy for them showed transfer only when a pair of stories shared content. However, when children read stories that were difficult for them, they also showed transfer when words alone were shared by a pair of stories. The results are discussed in terms of how easy and difficult texts are represented in memory and retrieved to produce transfer.
四项实验研究了影响儿童跨文本迁移的因素。在阅读不同的第一篇文本后，第二篇文本的阅读速度和准确性提高表明了迁移的发生。第一篇文本与第二篇文本的关联方式分别为：仅在词汇上重叠、仅在内容上重叠、在词汇和内容上都重叠，或者在词汇和内容上都不重叠。结果表明，读者从词汇或内容重叠中受益的程度取决于读者技能与文本难度的相互作用。阅读对他们来说较容易的文本的儿童，只有当一对故事共享内容时才会表现出迁移。然而，当儿童阅读对他们来说较难的故事时，当一对故事仅共享词汇时，他们也会表现出迁移。我们根据简单文本和困难文本在记忆中的表征方式以及如何被提取以产生迁移来讨论这些结果。
