CAJ | 학술논문

采用图文相继呈现、文本逐句阅读的范式,通过反应时技术与出声思维的方法考察了组织型插图对不同认知方式个体说明性文本阅读过程与阅读结果的影响,结果发现,与单一文本相比,场独立个体在有插图条件下的阅读成绩显著提高,而阅读时间没有增加,并产生了更多的推理、细化和提问策略;而场依存个体在有插图条件下的阅读成绩显著提高,阅读时间也显著增多,而理解策略没有变化。这说明组织型插图对两种认知方式个体说明性文本的阅读均起到促进作用,但场独立个体没有因为增加组织型插图而付出更多的加工努力,而是通过调整理解策略的方式来提高阅读效果;而场依存个体在阅读过程中没有根据组织型插图调整理解策略,阅读效果的提高是以付出更多的加工努力为代价的。
채용도문상계정현、문본축구열독적범식,통과반응시기술여출성사유적방법고찰료조직형삽도대불동인지방식개체설명성문본열독과정여열독결과적영향,결과발현,여단일문본상비,장독립개체재유삽도조건하적열독성적현저제고,이열독시간몰유증가,병산생료경다적추리、세화화제문책략;이장의존개체재유삽도조건하적열독성적현저제고,열독시간야현저증다,이리해책략몰유변화。저설명조직형삽도대량충인지방식개체설명성문본적열독균기도촉진작용,단장독립개체몰유인위증가조직형삽도이부출경다적가공노력,이시통과조정리해책략적방식래제고열독효과;이장의존개체재열독과정중몰유근거조직형삽도조정리해책략,열독효과적제고시이부출경다적가공노력위대개적。
Expository texts are mainly characterized by presenting abstract categories and embodying abundant inter-related concepts and relational information. The design of expository texts is in a way to prescribe a fixed processing route. However, it becomes difficult for a reader to encode multiple concept relations simultaneously, which, consequently, according to cognitive load theory, imposes heavy cognitive demands on working memory. Causal diagrams as a form of external adjunct aids have been largely examined in recent years as a potential breakthrough in easing out the problems associated with comprehending expository texts. The main purpose of the current study was to examine whether the effect of causal diagrams on expository texts reading could be different to individuals with different cognitive styles. Three experiments were designed to examine the effect of causal diagrams on expository text for different cognitive style individuals. Experiment I examined whether causal diagram could facilitate expository texts reading for individuals with different cognitive styles by comparing their reading under the condition of a text with or without a causal diagram. Experiment II examined the difference of process effort and performance for individuals with different cognitive styles by comparing their reading under the condition of causal diagram ＋ text and text ＋ text. Using think-aloud protocols, Experiment III examined the influence of causal diagram on readers＇ comprehension strategy for individuals with different cognitive styles by comparing their reading under the condition of a text with or without a causal diagram. The results were that, compared to a single text, field independent （FI） individuals＇ reading scores were improved while the reading time was not increased when presented with a text with a causal diagram; furthermore, more causal-bridging inferences and questioning strategies were generated. However, field dependent （FD） individuals＇ reading scores and reading time were significantly improved, while their comprehension strategies were not changed when presented with a text with a causal diagram. The results revealed that causal diagram could improve reading performance of the expository text for both FI and FD. FI individuals didn＇t increase more processing effort when presented with a causal diagram, and they improved their reading efficiency by adjusting the comprehension strategies, while FD individuals improved their reading efficiency by increasing more processing effort, and their comprehension strategies were not changed.