The development of comprehension of main ideas in narratives: Evidence from the selection of titles
The development of comprehension of main ideas in narratives: Evidence from the selection of titles
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对叙事中主要思想的理解的发展：来自标题选择的证据
DOI：
10.1037/0022-0663.95.4.707
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发表时间：
2003
影响因子：
4.9
通讯作者：
K. Verduin
中科院分区：
文献类型：
--
作者：
P. Broek;Julie S. Lynch;J. Näslund;C. Ievers;K. Verduin
作者调查了读者对叙事语篇中心思想的识别能力及其发展。特别是，作者探讨了学生对叙事的目标结构的敏感性。第三，第六，第九，和第11年级的学生阅读的叙述中，目标语句系统地改变了2个结构维度：在文本的层次结构和连接到其他语句的数量的位置。作为对主要思想理解的一种衡量，学生从目标或相关结果中选择叙述的标题。影响头衔选择的因素是职位高低，而不是联系人的数量。即使是年龄最小的学生也能够识别主要思想，但他们的一致性不如年龄较大的学生。这些发现对语篇理解发展理论和教育实践都有一定的启示。（PsycINFO数据库记录（c）2016阿帕，保留所有权利）
The authors investigated readers' ability to identify main ideas in narrative texts and the development of this ability. In particular, the authors explored students' sensitivity to the goal structure of narratives. Third-, 6th-, 9th-, and 11th-grade students read narratives in which goal statements were systematically varied on 2 structural dimensions: position in the text's hierarchical structure and number of connections to other statements. As a measure of main idea comprehension, students selected titles for the narratives from among the goals or associated outcomes. Hierarchical position, but not number of connections, influenced title choices. Even the youngest students were able to identify the main ideas, but they did so less consistently than did older students. These findings have implications for theories of text comprehension development and for educational practice. (PsycINFO Database Record (c) 2016 APA, all rights reserved)
影响因子：
5.4
作者：
KINTSCH, W
通讯作者：
KINTSCH, W