The influence of reading purpose on inference generation and comprehension in reading
The influence of reading purpose on inference generation and comprehension in reading
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DOI：
10.1037/0022-0663.91.3.488
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发表时间：
1999-09-01
影响因子：
4.9
通讯作者：
Ruiz, AB
中科院分区：
文献类型：
--
作者：
Narvaez, D;van den Broek, P;Ruiz, AB
在阅读过程中，特定类型的推理或激活的程度是不同的(G.McKoon&R.Ratcliff，1992；M.Singer，1994)。在本研究中，作者调查了阅读目的(娱乐或学习)对推理产生的影响。受试者朗读两篇课文，两篇课文用于理解测量。阅读目的对线下阅读行为(理解)没有影响，但对在线阅读行为(大声思考)有影响。有学习目的的读者比有娱乐目的的读者更经常重复课文，承认缺乏背景知识，并对课文内容和写作进行评估。这一模式在说明性文本中比在叙述性文本中更强。阅读目的，可能还有文本类型，都会影响读者产生的推理类型。因此，推理活动至少部分受制于读者的策略控制。
There are variations in the extent to which particular types of inferences or activations are made during reading (G. McKoon & R. Ratcliff, 1992; M. Singer, 1994). In this study, the authors investigated the influence of reading purpose (for entertainment or study) on inference generation. Participants read 2 texts aloud and 2 texts for comprehension measures. Reading purpose did not influence off-line behavior (comprehension) but did influence on-line reader behavior (thinking aloud). Readers with a study purpose more often repeated the text, acknowledged a lack of background knowledge, and evaluated the text content and writing than did readers with an entertainment purpose. This pattern was stronger for the expository text than for the narrative text. Reading purpose, and possibly text type, affects the kinds of inferences that readers generate. Hence, inferential activities are at least partially under the reader's strategic control.