【作者】 徐艺明； 尚婷婷； 颜敏； 杜月月； 王勋； 张振新；

【Author】 Xu Yiming;Shang Tingting;Yan Min;Du Yueyue;Wang Xun;Zhang Zhenxin;ZHEJIANG NORMAL UNIVERSITY Department of Psychology;

【机构】 浙江师范大学心理系；

【摘要】 在数字化阅读时代,屏幕阅读已成为时代发展的必然趋势。屏幕阅读与纸质阅读看似只有呈现载体的不同,然而这种载体的不同是否会对文章的阅读理解造成影响呢?如果有影响,是体现在浅层次的信息加工上,还是深层次的信息理解上?近年来有国外学者提出屏幕阅读与纸质阅读不仅在认知加工深度上存在差异,甚至在元认知层面上也存在差异。同时时间作为一种宝贵的资源,也会对阅读成绩造成影响。本研究主要探究"屏幕劣势"这一现象是否存在,即屏幕阅读是否在阅读成绩及元理解监控上不如纸质阅读。本研究包括两个实验。实验一为2(有时间压力、无时间压力)×2(屏幕阅读、纸质阅读)的混合实验设计,旨在探究在有无时间压力的条件下,呈现载体对阅读成绩及元理解的影响。实验二在实验一的基础上加入了写关键词:任务,探析通过写关键词:能否促进读者在屏幕阅读时的认知加工深度,进而提高阅读效果。结果显示:(1)有时间压力条件下,呈现载体对阅读成绩及元理解有影响,纸质阅读好于屏幕阅读,即屏幕劣势存在。无时间压力条件下,屏幕劣势不存在。(2)当加入关键词:任务后,有时间压力条件下的屏幕劣势消失了;然而在无时间压力条件下,纸质阅读在理解性题目上的成绩好于屏幕阅读。(3)在测试题类型上,纸质阅读在理解题上的成绩好于屏幕阅读;在细节题上则不存在差异。(4)在阅读速度上,屏幕阅读与纸质阅读无差异。(5)在视觉疲劳上,屏幕阅读高于纸质阅读。(6)在认知负荷上,除了在有时间压力写关键词:条件下,纸质阅读高于屏幕阅读外。在其他条件下,屏幕阅读与纸质阅读无差异。结果表明:屏幕阅读和纸质阅读在阅读成绩及元理解上确实存在差异,特别是在需要深层次加工的理解题目上。但这种差异不是一成不变的,它会受到时间和学习策略的影响。更多还原

【Abstract】 In the era of digital reading, screen reading has become an trend.However, this carrier is not the same wether cause different results on reading comprehension?If so, is it reflected in the shallow level of information processing, or deep level of information understanding?In recent years, some foreign scholars even proposed that screen reading and paper reading also have differences in the deeper level of metacognition.Moreover,time as a valuable resource,it may has an impact on reading performance.This study mainly explores whether screen reading and paper reading are different in reading achievement and metacomprehension, and attempts to promote the processing of reading through keyword tasks.The whole study consists two experiments.The first experiment adopted a 2(time pressure、no time pressure)×2(screen reading、paper reading) cross-factorial design.The purpose was to explore the impact of time and presentation vectors on reading performance and metacomprehension.The second experiment also adopted a 2(time pressure、no time pressure)×2(screen reading、paper reading)cross-factorial design,but added to generate keywords task. The goal of the study was to explore whether by writing the key words can promote readers’ cognitive processing depth, and then improve the reading grade.Through research, we draw the conclusions as follows: Under the conditions of time pressure, the presence of carrier has an impact on the reading achievement and metacomprehension. The paper reading was better than the screen reading, that is, the screen inferiority exists. No time pressure conditions, the screen does not exist. When added the task of writing keywords, the screen inferiority under time pressure was disappeared; however, under the condition of free regulation, the paper reading performance on the understanding test was better than the screen reading. On the test question type, paper reading was significantly better than on-screen reading on the comprehension questions; there was no significant difference on the detail questions. On the reading speed, no difference between screen reading and paper reading. On the visual fatigue, screen reading was significantly higher than paper reading. On the cognitive load, paper reading was significantly higher than screen reading except under time prssure with write keywords. Under other conditions, there was no significant difference between screen reading and paper reading. These results showed that screen reading and paper reading do have some differences in reading achievement and metacomprehension,especially on the understanding of tests that require deep processing.However, this difference was not constant, it will be affected by the time and learning strategies.更多还原