Kreiner D S
Department of Psychology, Central Missouri State University, Warrensburg 64093, USA.
J Gen Psychol. 1996 Oct;123(4):352-64. doi: 10.1080/00221309.1996.9921287.
Based on research on working memory and on advance organizers, the author hypothesized that advance information could have a negative effect on reading comprehension. College students read two expository passages and then responded to multiple-choice comprehension questions. In Experiment 1, advance information in the form of stems of multiple-choice comprehension questions was provided to participants in one condition, whereas participants in a control condition received no advance information. Participants who had received information about comprehension questions in advance of reading the text did not perform better in answering comprehension questions that those who did not receive advance information. In Experiment 2, readers were allowed to refer back to the text after encountering the comprehension questions. Those who received advance information on the questions made more errors than participants who did not receive advance information.
基于对工作记忆和先行组织者的研究，作者推测先行信息可能会对阅读理解产生负面影响。大学生阅读两篇说明文段落，然后回答多项选择题形式的阅读理解问题。在实验1中，在一种条件下，以多项选择题阅读理解问题的题干形式向参与者提供先行信息，而在控制条件下的参与者没有收到先行信息。在阅读文本之前收到关于阅读理解问题信息的参与者在回答阅读理解问题时，表现并不比未收到先行信息的参与者更好。在实验2中，读者在遇到阅读理解问题后可以回头参考文本。那些收到问题先行信息的人比未收到先行信息的参与者犯的错误更多。
