Calvo M G, Eysenck M W
University of La Laguna, Departamento de Psicologia Cognitiva, Tenerife, Spain.
Memory. 1996 May;4(3):289-305. doi: 10.1080/096582196388960.
Texts were presented sentence by sentence (Experiment 1) or word by word (Experiment 2) at a fixed rate to subjects high or low in test anxiety, under various conditions: no interference, concurrent articulatory suppression, and concurrent irrelevant speech (presented auditorily). High-anxiety subjects produced overt articulation more frequently than low-anxiety subjects, especially in the irrelevant speech condition. The most salient finding was an interaction between anxiety and interference on comprehension performance: under word-by-word-but not under sentence-by-sentence-presentation, anxious subjects showed poorer comprehension than non-anxious subjects in both conditions known to interfere with the articulatory loop (i.e. articulatory suppression, and irrelevant speech), but equivalent comprehension in the no interference condition. These findings suggest (a) that the articulatory loop has a special compensatory role for anxious individuals in reading comprehension, and (b) that the importance of this auxiliary mechanism is enhanced when other strategies, such as regressive fixations and control of reading speed, cannot be used.
在各种条件下，以固定速率逐句（实验1）或逐词（实验2）向高考试焦虑或低考试焦虑的受试者呈现文本：无干扰、同时进行发音抑制以及同时进行无关言语（听觉呈现）。高焦虑受试者比低焦虑受试者更频繁地进行明显发音，尤其是在无关言语条件下。最显著的发现是焦虑与干扰对理解表现的交互作用：在逐词呈现而非逐句呈现的情况下，焦虑受试者在已知会干扰发音环路的两种条件（即发音抑制和无关言语）下的理解都比非焦虑受试者差，但在无干扰条件下理解相当。这些发现表明：（a）发音环路在阅读理解中对焦虑个体具有特殊的补偿作用；（b）当无法使用其他策略（如回退注视和阅读速度控制）时，这种辅助机制的重要性会增强。
