Individual Differences in Comprehension Monitoring During Text Processing

文本处理过程中理解力监测的个体差异

• 批准号: RGPIN-2020-05848
• 负责人: Friesen, Deanna
• 金额: $ 1.75万
• 依托单位: University of Western Ontario
• 依托单位国家: 加拿大
• 项目类别: Discovery Grants Program - Individual
• 财政年份: 2021
• 资助国家: 加拿大
• 起止时间: 2021-01-01 至 2022-12-31
• 项目状态: 已结题
• 来源: https://www.nserc-crsng.gc.ca/ase-oro/Details-Detailles_eng.asp?id=740869
• 关键词: Individual; Differences; Comprehension; Monitoring; During

The ultimate goal of reading is to understand a text or a story. Unfortunately, there is a lot of variability among people in their ability to understand texts and to keep this information in memory. In fact, both children and adults can struggle to attain functional literacy. In 2018, 25% students in grade 3 and 20% students in grade 6 did not achieve Ontario provincial standards in reading. In high school, 59% of students in the applied program did not pass the Ontario literacy test (Education Quality and Assessment Office, 2018). Given the general need to improve reading comprehension ability in the population, it is important that we gain a better understanding of the underlying cognitive mechanisms involved when reading comprehension is successful and when it is unsuccessful. Indeed, there remains much to be learned about the basic mechanisms involved in understanding texts and then committing this information to memory in both adults and children. Of interest in the current project is how much time readers choose to spend looking at different parts of the text and how these decisions impact their eventual memory of the text. Additionally, differences in readers' language knowledge or attentional capability may impact how they direct their attention and how they choose to adjust their reading behaviours to resolve a breakdown in understanding. By examining eye-movements and neural processes, my plan is to develop a better understanding of the cognitive mechanisms that underlie online text processing and more specifically underlie comprehension monitoring in readers of diverse abilities. A series of experiments will be designed to manipulate the cognitive demands associated with reading texts. One set of experiments will examine how manipulating text difficulty impacts eye-movement behaviours for readers with different levels of ability (e.g., comprehension ability, working memory capacity & language knowledge). A second strand of experiments will examine how introducing information that is inconsistent with earlier content in a text modulates reading behaviours again taking into account readers' relevant abilities. Finally, to investigate how the text information has been remembered, neural processing in response to content in the text will be compared to content not found in the texts. By systematically examining the impact of several individual difference variables on reading behaviour, we can describe the cognitive mechanisms underlying text processing. A better understanding of these mechanisms will serve as foundational information to inform pedagogical practices based on how readers allocate their attention to key text features.

阅读的最终目的是理解一篇文章或一个故事。不幸的是，人们在理解文本和记忆信息的能力上有很大的差异。事实上，儿童和成人都很难达到功能性读写能力。2018年，25%的三年级学生和20%的六年级学生在阅读方面没有达到安大略省的标准。在高中，59%的学生在应用程序中没有通过安大略省读写能力测试（教育质量和评估办公室，2018）。鉴于提高人群阅读理解能力的普遍需要，我们有必要更好地了解阅读理解成功和失败时所涉及的潜在认知机制。事实上，关于成人和儿童理解文本并将这些信息转化为记忆的基本机制，还有很多东西有待研究。在当前的项目中，读者选择花多少时间来查看文本的不同部分，以及这些决定如何影响他们对文本的最终记忆。此外，读者的语言知识或注意力能力的差异可能会影响他们如何引导注意力，以及他们如何选择调整阅读行为来解决理解障碍。通过检查眼球运动和神经过程，我的计划是更好地理解在线文本处理的认知机制，更具体地说，是不同能力读者的理解监控的认知机制。我们将设计一系列实验来控制与阅读文本相关的认知需求。其中一组实验将考察不同能力水平（如理解能力、工作记忆能力和语言知识）的读者如何操纵文本难度影响眼球运动行为。第二组实验将考察在考虑读者相关能力的情况下，在文本中引入与先前内容不一致的信息是如何调节阅读行为的。最后，为了研究文本信息是如何被记住的，将对文本内容的神经处理与文本中没有发现的内容进行比较。通过系统地考察几个个体差异变量对阅读行为的影响，我们可以描述文本处理背后的认知机制。更好地理解这些机制将作为基础信息，为基于读者如何将注意力分配到关键文本特征的教学实践提供信息。