Contextual Prerequisites for Understanding: An Investigation of Comprehension and Recall
Contextual Prerequisites for Understanding: An Investigation of Comprehension and Recall
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理解的语境先决条件：理解和回忆的调查
DOI：
10.1207/s15516709cog1002_2
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发表时间：
1992
期刊：
影响因子：
--
通讯作者：
R. Heyworth
中科院分区：
文献类型：
--
作者：
T. Yu;R. Heyworth
本研究探讨了相关语境知识在帮助阅读散文篇章中的重要性。研究者假设，在阅读一段没有上下文所指信息的目标语篇之前呈现一个适当的上下文所指信息，比在阅读之后呈现相同的上下文所指信息，或者当上下文所指信息只是部分提供或根本没有提供时，会导致更好的回忆。第一学期英语考试成绩处于上四分位数的40名中二受试者在阅读文章后对文章的“可信性”进行评价并执行再认任务。“上下文之前”组的评价更高的可理解性的段落，并获得更高的平均回忆分数比其他三组的理解。
The present study investigated the importance of relevant contextual knowledge in assisting comprehension of prose passages. It was hypothesized that the presentation of an appropriate contextual referent before a target passage without the contextual referent information was read would result in better recall than when the presentation of the same was done after the reading, or when the contextual referent was only partially supplied or not at all. 40 Form 2 subjects in the upper quartile of the first-term English examination results rated the "cornprehensibility" of a passage and performed a recognition task after reading the passage. The "context-before" group rated the comprehensibility of passages higher and gained higher mean recall scores than the other three groups' comprehension.