Evidence for Top-Down Processing in Reading Comprehension of Children

IF 1.7 3区心理学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Psicologia Educativa Pub Date : 2013-12-01 DOI:10.1016/S1135-755X(13)70014-9

Alberto Angosto, Patricia Sánchez, María Álvarez, Irene Cuevas, José Antonio León

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引用次数: 21

Abstract

The current research discusses the problem of the different reading processing models that prevail nowadays in Psychology. Here we find a duality between the bottom-up approach, which has been extensively studied, and the top-down approach, which has been scarcely investigated. We attempt to identify the moment in a child's development when top-down processing in reading comprehension starts working. The level of difficulty of the texts used to assess comprehension was experimentally manipulated by breaking up the structure of the words in order to prevent the use of bottom-up processing. The school year of the participating children was the second independent variable. The effects of both variables on reading comprehension were shown, besides the existence of top-down processing in children. The results suggest that top-down processing is present from very early ages, that it starts to develop around the second year of primary school and that its effectiveness is comparable to that of bottom-up processing in later school years.

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儿童阅读理解中自上而下加工的证据

本研究探讨了当前心理学中普遍存在的不同的阅读加工模式问题。在这里，我们发现了被广泛研究的自底向上方法和很少被研究的自顶向下方法之间的对偶性。我们试图确定在儿童的发展过程中，自上而下的阅读理解过程开始起作用的时刻。为了防止使用自下而上的处理方法，通过打破单词的结构来实验性地控制用于评估理解的文本的难度水平。参与研究的儿童的学年是第二个自变量。除了儿童存在自上而下加工外，这两个变量对阅读理解的影响也得到了证实。结果表明，自上而下的加工从很小的时候就开始了，它在小学二年级左右开始发展，其有效性与自下而上的加工在后来的学年相当。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Psicologia Educativa Multiple-

CiteScore

3.50

自引率

0.00%

发文量

审稿时长

29 weeks

期刊介绍： La Revista Psicología Educativa es una revista científico-profesional española, de carácter multidisciplinar, que promueve tanto la aportación teórica como la investigación experimental y profesional del psicólogo y profesiones afines en el ámbito educativo. Su objetivo es compartir temas de común interés en procesos cognitivos, afectivos y culturales en la adquisición de conocimiento, como en áreas de intervención e innovación educativa. Por ello invita a investigadores relacionados con el ámbito educativo (psicólogos, antropólogos, sociólogos, tecnólogos educativos, TCs) a educadores y orientadores en diversos ámbitos, a psicólogos educativos, a evaluadores, a técnicos de computación y tecnologías de la información aplicadas a la educación a enviar sus trabajos a esta revista. Psicología Educativa acepta manuscritos inéditos y originales de interés para los psicólogos y que sean una contribución al conocimiento correspondiente al ámbito de la Psicología de la Educación. Psicología Educativa publica principalmente en castellano, pero admite contribuciones originales en inglés. Revista Psicología Educativa publica principalmente en castellano, pero admite igualmente contribuciones originales en inglés. La revista admite originales libres y también puede solicitar trabajos específicos a autores relevantes. Los manuscritos originales recibidos en castellano o inglés serán sometidos al proceso de revisión externa por expertos, anónima por pares doble ciego (Peer Review). En función de las valoraciones de los expertos, el equipo directivo de la revista tomará la decisión sobre los artículos que podrán ser aceptados, rechazados o solicitadas modificaciones para la mejora de los mismos y la aceptación o rechazo definitivos. Los autores que envían su trabajo a la revista, nunca lo deben postular simultáneamente a otras publicaciones.