Semantic Constructivity in Children's Comprehension.
Semantic Constructivity in Children's Comprehension.
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儿童理解中的语义建构。
DOI：
10.2307/747305
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发表时间：
1977
影响因子：
4.2
通讯作者：
Camille L. Z. Blachowicz
中科院分区：
文献类型：
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作者：
Camille L. Z. Blachowicz
检查了对相关句子的理解，从中可以得出推论。这项研究使用了120名学龄儿童和30名成年人作为受试者，他们被要求阅读暗示空间关系的短文。在阅读后，他们接受了一项识别测试，其中包含了以前没有读过但与文本的语义内容一致的项目。主要结果是，所有被试都有强烈的倾向，认为语义上一致的推论存在于原始阅读情境中。根据这些结果对开发理解模型和可读性分析的影响进行了讨论。
EXAMINED COMPREHENSION of sets of related sentences from which inferences could be drawn. The study used 120 school age children and 30 adults as subjects who were asked to read short paragraphs suggesting spatial relationships. After reading, they were given a recognition test containing items not previously read but which were congruent with the semantic content of the text. The primary result was the strong tendency for all subjects to recognize the semantically congruent inferences as having been present in the original reading situation. The results are discussed in light of the implications they provide for developing models of comprehension and for readability analysis.