Singer M, Ritchot K F
Department of Psychology, University of Manitoba, Winnipeg, Canada.
Mem Cognit. 1996 Nov;24(6):733-43. doi: 10.3758/bf03201098.
Individual differences in drawing bridging inferences during text comprehension were examined. We measured reader differences in working memory capacity, using the reading span task, and in access to relevant knowledge, using Potts and Peterson's (1985) integration task. The dependent measure of greatest concern was answer time about facts posited to validate the bridging inference. Reading span and access were negligibly correlated, an outcome that supports their independence. Answer times were lower both for high reading span and high-access readers. In addition, readers who were either high on both reader traits or low on both traits exhibited qualitatively different inference effects from the typical pattern. It is proposed that knowledge access during comprehension is facilitated by the extraction of integrated situation models from text and that it is individuals with efficient reading processes who can construct these models.
研究了文本理解过程中得出搭桥推理时的个体差异。我们使用阅读广度任务测量了读者在工作记忆容量方面的差异，并使用波茨和彼得森（1985）的整合任务测量了读者获取相关知识的差异。最受关注的因变量是对用于验证搭桥推理的事实的回答时间。阅读广度和知识获取之间的相关性可以忽略不计，这一结果支持了它们的独立性。高阅读广度和高知识获取能力的读者的回答时间都较短。此外，在这两种读者特质上都表现较高或都表现较低的读者，与典型模式相比，表现出了质的不同的推理效果。研究提出，在理解过程中，通过从文本中提取整合的情境模型可以促进知识获取，并且能够构建这些模型的是具有高效阅读过程的个体。
