Montali J, Lewandowski L
Department of Psychology, Syracuse University, NY 13244, USA.
J Learn Disabil. 1996 May;29(3):271-9. doi: 10.1177/002221949602900305.
Studies have shown that when information is presented through visual and auditory channels simultaneously (i.e., bimodal presentation), speed of processing and memory recall are enhanced. The present study demonstrated the efficacy of a bimodal approach to fostering reading comprehension. Eighteen average readers (9 girls and 9 boys) and 18 less skilled readers (8 girls and 10 boys) in Grades 8 and 9 participated in the study. Students were presented with social studies and science passages via a computer. Passages were presented in three conditions: visually (on screen), auditorily (read by digitized voice), and bimodally (on screen, highlighted, while being voiced). Following each passage, students answered 10 oral-response, short-answer comprehension questions. Results indicated that less skilled readers comprehended more with bimodal versus unimodal presentations. Overall, their performance in the bimodal condition was commensurate with average readers' comprehension in the visual condition. For less skilled readers, an increase in word recognition from pre- to posttesting on word lists was found across conditions. In addition, results of a brief consumer satisfaction survey suggested that low-skilled readers felt most successful in terms of their comprehension when passages were presented bimodally. Several clinical issues involved in presenting information bimodally using computers are discussed.
研究表明，当信息通过视觉和听觉通道同时呈现（即双峰呈现）时，处理速度和记忆回忆能力会得到提高。本研究证明了双峰方法在促进阅读理解方面的有效性。18名八、九年级的普通阅读者（9名女生和9名男生）和18名阅读能力较差的阅读者（8名女生和10名男生）参与了这项研究。学生们通过电脑阅读社会研究和科学文章。文章以三种方式呈现：视觉呈现（在屏幕上）、听觉呈现（由数字化语音朗读）和双峰呈现（在屏幕上呈现并突出显示，同时伴有语音）。每篇文章之后，学生们要回答10个口头回答的简答题。结果表明，与单峰呈现相比，阅读能力较差的阅读者在双峰呈现方式下理解得更多。总体而言，他们在双峰呈现方式下的表现与普通阅读者在视觉呈现方式下的理解程度相当。对于阅读能力较差的阅读者，在所有条件下都发现单词列表的测试前到测试后的单词识别能力有所提高。此外，一项简短的消费者满意度调查结果表明，当文章以双峰方式呈现时，阅读能力较低的阅读者在理解方面感觉最为成功。本文还讨论了使用计算机进行双峰信息呈现所涉及的几个临床问题。
