The Specific Role of Inhibition in Reading Comprehension in Good and Poor Comprehenders
The Specific Role of Inhibition in Reading Comprehension in Good and Poor Comprehenders
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DOI：
10.1177/0022219410371676
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发表时间：
2010-11-01
影响因子：
3
通讯作者：
Pelegrina, Santiago
中科院分区：
文献类型：
--
作者：
Borella, Erika;Carretti, Barbara;Pelegrina, Santiago
抑制过程中的困难已经被证明是表现差的抑制者的特征。然而，抑制性低效率的穷人，最经常评估他们的抵抗积极的干扰，也就是说，能够抑制偏离目标的任务信息从工作记忆（WM）。在两项研究中，评估任务的阻力主动干扰（入侵错误），对分心（文本与分心任务）和优势反应抑制（Stroop和Hayling测试），沿着WM措施，管理到10至11岁的儿童，良好和不良的干扰。这项研究的目的是明确地确定是一般的还是特定的抑制因素影响了低水平英语阅读者的阅读困难。结果表明，穷人的记忆，良好的相比，受损的WM任务和抑制性任务，评估抵抗积极的干扰。这表明，阅读理解困难的贫困者与特定的抑制问题。
Difficulties in inhibitory processes have been shown to characterize the performance of poor comprehenders. However, the inhibitory inefficiency of poor comprehenders is most often assessed by their resistance to proactive interference, that is, the ability to suppress off-goal task information from working memory (WM). In two studies tasks assessing resistance to proactive interference (intrusion errors), response to distracters (Text With Distracters task) and prepotent response inhibition (Stroop and Hayling tests), along with WM measures, were administered to children aged 10 to 11, both good and poor comprehenders. The aim of the study was to specifically determine whether general or specific inhibitory factors affect poor comprehenders' reading difficulties. Results showed that poor comprehenders, compared to good ones, are impaired in WM tasks and in inhibitory tasks that assess resistance to proactive interference. This suggests that reading comprehension difficulties of poor comprehenders are related to specific inhibitory problems.