Calvo M G, Carreiras M
Department of Cognitive Psychology, University of La Laguna, Tenerife, Spain.
Br J Psychol. 1993 Aug;84 ( Pt 3):375-88. doi: 10.1111/j.2044-8295.1993.tb02489.x.
The aim of this research is to explore whether comprehension is impaired by test anxiety, whether the anxious person spends compensatory reading time, and which cognitive processes are affected. High- and low-anxiety students read texts word by word with the moving-window technique under test conditions. Multiple regression analyses on word-reading times were computed with a number of psycholinguistic variables--assumed to map onto specific processes--serving as predictors. Results indicated that anxiety did not impair comprehension, but increased word-reading times, which were affected interactively by anxiety and specific psycholinguistic variables (end of clause, serial position within the text, narrativity, and summary). These data reveal that anxious readers need to employ a greater amount of processing resources than their non-anxious counterparts to obtain a similar comprehension level. Furthermore, the interactive effects suggest that anxiety is selectively detrimental to the efficiency of text-level processes, such as those involved in integrating information across sentences. In contrast, anxiety does not impair low-level processes, such as encoding and lexical access.
本研究的目的是探究理解能力是否会受到考试焦虑的损害，焦虑的人是否会花费补偿性阅读时间，以及哪些认知过程会受到影响。高焦虑和低焦虑的学生在考试条件下使用移动窗口技术逐字阅读文本。对单词阅读时间进行了多重回归分析，将一些心理语言学变量（假定映射到特定过程）作为预测变量。结果表明，焦虑不会损害理解能力，但会增加单词阅读时间，而单词阅读时间受到焦虑与特定心理语言学变量（从句结尾、文本中的序列位置、叙述性和总结）的交互影响。这些数据表明，焦虑的读者比不焦虑的读者需要动用更多的处理资源才能达到相似的理解水平。此外，交互效应表明，焦虑对文本层面的处理效率有选择性的不利影响，比如那些涉及跨句子整合信息的过程。相比之下，焦虑不会损害诸如编码和词汇通达等低层次过程。
