Leather C V, Henry L A
University of Reading, United Kingdom.
J Exp Child Psychol. 1994 Aug;58(1):88-111. doi: 10.1006/jecp.1994.1027.
Relationships between complex memory span, simple memory span, phonological awareness tasks, and beginning reading were investigated. Seven-year-olds were administered two complex span tasks, two simple span tasks, and four phonological awareness tasks. Relationships between the tasks were assessed, as well as their predictive importance with regard to reading accuracy, reading comprehension, and arithmetic. Correlations revealed that three of the four phonological awareness tasks were highly correlated with one another and with both of the complex span tasks. Regression analyses showed that the phonological awareness and reading-related complex span scores accounted for unique and shared portions of the variance in all three cognitive abilities, while the arithmetic-related complex span scores only made a significant unique contribution to the variance in arithmetic. Finally, simple memory span scores only explained significant portions of the variance in any of the cognitive abilities when entered first into the regression equations. The results suggested that phonological awareness and complex span tasks make a shared and a unique contribution to the variance in all three cognitive abilities, questioning Daneman and Carpenter's (1980, 1983) domain-specific hypothesis.
研究了复杂记忆广度、简单记忆广度、语音意识任务和早期阅读之间的关系。对7岁儿童进行了两项复杂广度任务、两项简单广度任务和四项语音意识任务。评估了这些任务之间的关系，以及它们在阅读准确性、阅读理解和算术方面的预测重要性。相关性分析表明，四项语音意识任务中的三项彼此之间以及与两项复杂广度任务都高度相关。回归分析表明，语音意识和与阅读相关的复杂广度分数在所有三种认知能力的方差中占独特和共同的部分，而与算术相关的复杂广度分数仅对算术方差有显著的独特贡献。最后，只有当简单记忆广度分数首先进入回归方程时，才对任何认知能力的方差有显著解释。结果表明，语音意识和复杂广度任务对所有三种认知能力的方差有共同和独特的贡献，这对Daneman和Carpenter（1980年、1983年）的领域特定假设提出了质疑。
