COMPENSATORY READING STRATEGIES IN TEST ANXIETY
COMPENSATORY READING STRATEGIES IN TEST ANXIETY
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DOI：
10.1080/10615809408249338
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发表时间：
1994-01-01
影响因子：
3.7
通讯作者：
JIMENEZ, A
中科院分区：
文献类型：
--
作者：
CALVO, MG;EYSENCK, MW;JIMENEZ, A
研究了考试焦虑和评价压力对阅读速度、发音排练、阅读回归和理解的影响。 高和低测试焦虑受试者在压力（研究 1、2 和 3）或无压力（研究 4）条件下阅读文本。 文本要么同时出现不相关的语音（听到）、发音抑制任务，要么没有并发任务。 在非压力条件下收集工作记忆广度和先前词汇知识的测量（研究 5）。 作为焦虑函数的理解表现没有差异，但高焦虑受试者的效率低于低焦虑受试者，因为前者比后者使用更多的阅读时间和回归，尽管没有更多的表达，以获得相同的理解分数。 阅读回归成为与焦虑相关的最具辨别力的补偿策略。 这种效率降低部分取决于词汇知识的基本缺陷，而不是记忆广度的缺陷，而且它部分是暂时的，取决于外部评价压力的存在。
The effects of test anxiety and evaluative stress on reading speed, articulatory rehearsal, reading regressions, and comprehension were examined. High- and low-test-anxiety subjects read texts under conditions of stress (Studies 1, 2 and 3) or non-stress (Study 4). Texts were presented either with concurrent irrelevant speech (heard), an articulatory suppression task, or no concurrent task. Measures of working memory span and prior vacabulary knowledge were collected under non-stress conditions (Study 5). There were no differences in comprehension performance as a function of anxiety, but high anxious subjects were less efficient than low-anxious subjects, as the former employed more reading time and regressions, though not more articulation, than the latter to obtain an equivalent comprehension score. Reading regressions emerged as the most discriminating compensatory strategy associated with anxiety. This reduced efficiency is partly dependent on a basic deficit in vocabulary knowledge-but not in memory span-, and it is partly transitory and dependent on the presence of external evaluative stress.