Hupet M, Desmette D, Schelstraete M A
University of Louvain, Department of Experimental Psychology, Louvain la Neuve, Belgium.
Percept Mot Skills. 1997 Apr;84(2):603-8. doi: 10.2466/pms.1997.84.2.603.
Reading span was assessed in three conditions aiming at varying the processing demands of a reading task. In a Sentence Reading Condition, the participants read aloud lists of sentences and memorize the final word of each sentence as in the original task of Daneman and Carpenter. In two other conditions, each sentence was replaced either by a series of unrelated words (Word Reading Condition) or by a series of meaningless syllables (Syllable Reading Condition); in these two conditions, however, each series ended with the same test words as in the Sentence Reading Condition. There was no significant effect of the condition on the scores for reading span. It is concluded that the typically low scores on reading span are not so much due to the processing demands of the task as to the disruptive effects of the articulatory suppression which characterizes the original task.
阅读广度在三种条件下进行评估，目的是改变阅读任务的处理要求。在句子阅读条件下，参与者大声朗读句子列表，并像在Daneman和Carpenter的原始任务中那样记住每个句子的最后一个单词。在另外两种条件下，每个句子分别被一系列不相关的单词（单词阅读条件）或一系列无意义的音节（音节阅读条件）所取代；然而，在这两种条件下，每个系列的结尾与句子阅读条件下的测试单词相同。条件对阅读广度分数没有显著影响。得出的结论是，阅读广度通常较低的分数与其说是由于任务的处理要求，不如说是由于原始任务所特有的发音抑制的干扰作用。
