The fundamental study of teaching method for comprehending documents with non-continuous texts.

本研究采用六种不同类型的实验考察了非连续文本文件的理解过程。实验1和实验2表明，在阅读课文部分之前，先看一遍NCT，理解分数会有所提高。实验3表明，实验1和实验2的结果是由工作记忆容量的大小引起的。在实验4和实验5中，我们从课文部分和非课文部分的布局方面设置了实验因素。我们发现，两部分的布局和关系对文件的理解有重要作用，特别是互补或重复类型的关系。最后，在实验6中，我们考察了9岁儿童的凝视模式，发现与大学生的凝视模式有很大的不同。

This study examined comprehending processes of documents containing non-continuous texts (NCT) using six types of experiments. Experiments 1 and 2 demonstrated an enhancement of comprehension scores when looking over NCT before reading the text part. Experiment 3 revealed that the results of experiments 1 and 2 were caused by the amount of working memory capacity. In both experiments 4 and 5, we set experimental factors in terms of layout of text part and NCT part. We found that layout and relation of both parts had an important role for the comprehension of documents, especially, complementary or duplicate type of relation. Finally, in experiment 6, we explored the gazing pattern of nine year old children, and found a great difference compared to the pattern of university students.