Cognitive development and reading: The relation of reading-specific multiple classification skill to reading comprehension in elementary school children
Cognitive development and reading: The relation of reading-specific multiple classification skill to reading comprehension in elementary school children
复制标题
认知发展与阅读：小学生特定阅读多重分类技能与阅读理解的关系
DOI：
10.1037/0022-0663.94.1.56
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发表时间：
2002
影响因子：
4.9
通讯作者：
Kelly B. Cartwright
中科院分区：
文献类型：
--
作者：
Kelly B. Cartwright
认知灵活性，即同时考虑刺激的多个方面的能力，是在小学阶段发展起来的，可以通过多重分类任务来衡量。虽然先前的研究表明领域通用多重分类技能（如同时通过形状和颜色对物体进行分类）与阅读之间存在显著的关系，但这些能力之间的确切关系尚未发现。设计了一项阅读分类任务，要求儿童同时根据语音和语义维度对印刷单词进行分类。特定阅读多重分类技能对儿童阅读理解的贡献比儿童年龄、领域一般多重分类技能、解码技能和语言能力的贡献更独特。此外，特定阅读的多重分类训练有助于儿童的阅读理解。
Cognitive flexibility, the ability to consider multiple aspects of stimuli simultaneously, develops over the elementary school years and can be measured with a multiple classification task. Although prior research indicates a significant relation between domain-general multiple classification skill (e.g., classifying objects by shape and color simultaneously) and reading, a precise relation between these abilities has not been found. A reading-specific multiple classification task was designed that required children to classify printed words along phonological and semantic dimensions simultaneously. Reading-specific multiple classification skill made a unique contribution to children's reading comprehension over the contributions made by children's age, domain-general multiple classification skill, decoding skill, and verbal ability. Additionally, training in reading-specific multiple classification facilitated children's reading comprehension.
晚期认知大脑潜力、口语单词的语音和语义分类以及儿童的阅读能力。
影响因子：
2.2
作者：
Lovrich,D;Cheng,JC;Velting,DM
通讯作者：
Velting,DM