不同认知灵活性听力障碍大学生快速阅读能力训练的效果
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摘要
目的考察快速阅读训练对听力障碍大学生的适用性,以及不同认知灵活性水平被试在训练中的差异。方法 62名听力障碍大学生被分为干预组(n=30)和对照组(n=32),干预组接受快速阅读训练8次,对照组接受常规阅读练习。每组根据大学生认知灵活性问卷评分再分为高认知灵活性组和低认知灵活性组。干预前后,各以4篇阅读难度适中的短文为材料,测试阅读理解成绩。结果在阅读速度及有效阅读速度方面,干预水平的主效应显著(F>66.62,P<0.001),认知灵活性水平主效应显著(F>9.68,P<0.01),测试时间主效应显著(F>80.35,P<0.001)。在阅读理解方面,测试时间主效应显著(F=4.96,P=0.003),干预水平主效应不显著(F=1.269,P=0.265),认知灵活性水平主效应不显著(F=1.475,P=0.230)。结论快速阅读训练能提高听力障碍大学生的阅读速度及有效阅读速度,对认知灵活性水平高的个体更有效。
Objective To inspect the applicability of fast reading training on college students with hearing impairment and variability with cognitive flexibility. Methods Sixty-two hearing impaired students were divided into intervention group(n=30) and control group(n=32). The intervention group received fast reading training eight times, and the control group accepted conventional reading practice. They were subgrouped into high level and low level of cognitive flexibility according to their achievements of Cognitive Flexibility Scale for College Students. They were asked to read four essays before and after intervention, respectively. Results For the reading speed and valid reading speed, the effects of intervention were significant(F>66.62, P<0.001), as well as the time of training(F>80.35, P<0.001) and cognitive flexibility(F>9.68, P<0.01). For the comprehension, the effect of the time of training was significant(F=4.96, P=0.003), but it was not for the intervention(F=1.269, P=0.265) and cognitive flexibility(F=1.475, P=0.230). Conclusion Fast reading training may improve the reading speed of college students with hearing impairment, and may be more effective for those with high level of cognitive flexibility.
Objective To inspect the applicability of fast reading training on college students with hearing impairment and variability with cognitive flexibility. Methods Sixty-two hearing impaired students were divided into intervention group(n=30) and control group(n=32). The intervention group received fast reading training eight times, and the control group accepted conventional reading practice. They were subgrouped into high level and low level of cognitive flexibility according to their achievements of Cognitive Flexibility Scale for College Students. They were asked to read four essays before and after intervention, respectively. Results For the reading speed and valid reading speed, the effects of intervention were significant(F>66.62, P<0.001), as well as the time of training(F>80.35, P<0.001) and cognitive flexibility(F>9.68, P<0.01). For the comprehension, the effect of the time of training was significant(F=4.96, P=0.003), but it was not for the intervention(F=1.269, P=0.265) and cognitive flexibility(F=1.475, P=0.230). Conclusion Fast reading training may improve the reading speed of college students with hearing impairment, and may be more effective for those with high level of cognitive flexibility.
引文
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[12]白柳,程晓云,李韵静,等.小学三年级学生语文快速阅读训练的实验研究[J].天津师范大学学报(基础教育版),2014,15(3):45-50.
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[14]贺荟中,贺利中.聋生篇章阅读过程的眼动研究[J].中国特殊教育,2007,14(11):31-35.
[15]刘晓明,杜晓新,邱天龙.基于眼动的听力障碍学生阅读理解监控研究[J].中国康复理论与实践,2014,20(6):548-553.
[16]张蓓莉.听觉障碍学生之语言能力研究[J].特殊教育研究学刊,1989,14(5):165-204.
[17]张茂林,杜晓新.阅读预期对不同阅读策略特点聋人大学生快速阅读影响的眼动研究[J].中国特殊教育,2012,19(3):41-46.
[18]吕勇,闫国利.中学生快速阅读训练的实验研究[J].心理发展与教育,2000,17(3):47-51.
[19]刘妮娜,王娟,闫国利.快速阅读训练对小学生阅读效果影响的实验研究[J].天津师范大学学报(基础教育版),2012,13(1):63-67.
[20]韩映红,闫国利.中小学生快速阅读研究的理论与实践思考[J].心理科学,2003,26(6):125-126.
[21]齐冰.认知灵活性与高效率学习研究[M].北京:科学出版社,2013:76.
[22]闰嵘,俞国良.阅读困难儿童认知灵活性发展研究特点研究[J].中国临床心理学杂志,2006,14(1):33-35.
[23]李莉,朱湘茹,李永鑫.执行功能的理论研究综述[J].心理研究,2012,5(2):50-53.
[24]Canas JJ,Quesada JF,Antoli A,et al.Cognitive flexibility and adaptability to environmental changes in dynamic complex problem-solving tasks[J].Ergonomics,2003,46(5):482-501.
[25]Daza MT,Phillips-Silver J,Ruiz-Cuadra MD,et al.Language skills and nonverbal cognitive processes associated with reading comprehension in deaf children[J].Res Dev Disabil,2014,35(12):3526-3533.
[2]Goodman KS.Reading:a psycholinguistic guessing game[J].J Read Specialist,1967,6(1):123-135.
[3]莫雷.阅读预期对快速阅读影响的实验研究[J].心理科学,1999,22(3):197-120.
[4]杨莲清.快速阅读心理加工过程实质的研究[J].应用心理学,1997,3(2):45-49.
[5]闫国利,吕勇.快速阅读的理论与实践[M].兰州:兰州大学出版社,2002:46.
[6]田宏杰,朱莹,韩映红,等.小学生快速阅读的眼动研究[J].心理与行为研究,2004,2(4):630-633.
[7]袁茵.听觉障碍小学生汉语阅读能力研究[D].大连:辽宁师范大学,2004.
[8]方俊明,张朝.聋人与听力正常人汉字加工认知途径的比较研究[J].中国特殊教育,1998,5(4):79-84.
[9]Ionescu T.Exploring the nature of cognitive flexibility[J].New Ideas Psychol,2012,30(2):190-200.
[10]Cartwright KB.Fostering flexibility and comprehension in elementary students[J].Read Teach,2006,59(7):628-634.
[11]齐冰,赵兵,王琨,等.大学生认知灵活性问卷的修订与初步使用[J].心理与行为研究,2012,11(1):120-123.
[12]白柳,程晓云,李韵静,等.小学三年级学生语文快速阅读训练的实验研究[J].天津师范大学学报(基础教育版),2014,15(3):45-50.
[13]白学军,沈德立.初学阅读者和熟练阅读者阅读课文时眼动特征的比较研究[J].心理发展与教育,1995,12(2):1-7.
[14]贺荟中,贺利中.聋生篇章阅读过程的眼动研究[J].中国特殊教育,2007,14(11):31-35.
[15]刘晓明,杜晓新,邱天龙.基于眼动的听力障碍学生阅读理解监控研究[J].中国康复理论与实践,2014,20(6):548-553.
[16]张蓓莉.听觉障碍学生之语言能力研究[J].特殊教育研究学刊,1989,14(5):165-204.
[17]张茂林,杜晓新.阅读预期对不同阅读策略特点聋人大学生快速阅读影响的眼动研究[J].中国特殊教育,2012,19(3):41-46.
[18]吕勇,闫国利.中学生快速阅读训练的实验研究[J].心理发展与教育,2000,17(3):47-51.
[19]刘妮娜,王娟,闫国利.快速阅读训练对小学生阅读效果影响的实验研究[J].天津师范大学学报(基础教育版),2012,13(1):63-67.
[20]韩映红,闫国利.中小学生快速阅读研究的理论与实践思考[J].心理科学,2003,26(6):125-126.
[21]齐冰.认知灵活性与高效率学习研究[M].北京:科学出版社,2013:76.
[22]闰嵘,俞国良.阅读困难儿童认知灵活性发展研究特点研究[J].中国临床心理学杂志,2006,14(1):33-35.
[23]李莉,朱湘茹,李永鑫.执行功能的理论研究综述[J].心理研究,2012,5(2):50-53.
[24]Canas JJ,Quesada JF,Antoli A,et al.Cognitive flexibility and adaptability to environmental changes in dynamic complex problem-solving tasks[J].Ergonomics,2003,46(5):482-501.
[25]Daza MT,Phillips-Silver J,Ruiz-Cuadra MD,et al.Language skills and nonverbal cognitive processes associated with reading comprehension in deaf children[J].Res Dev Disabil,2014,35(12):3526-3533.