The Role of Surface Text Processing in Centrality Deficit and Poor Text Comprehension of Adolescents with Attention Deficit Hyperactivity Disorder: A Think-Aloud Study

IF 1.9 3区 教育学 Q1 EDUCATION, SPECIAL
Menahem Yeari, Anat Lavie
{"title":"The Role of Surface Text Processing in Centrality Deficit and Poor Text Comprehension of Adolescents with Attention Deficit Hyperactivity Disorder: A Think-Aloud Study","authors":"Menahem Yeari,&nbsp;Anat Lavie","doi":"10.1111/ldrp.12237","DOIUrl":null,"url":null,"abstract":"<p>The present study employed a think-aloud method to explore the origin of centrality deficit (i.e., poor recall of central ideas) in individuals with Attention Deficit Hyperactivity Disorder (ADHD). Moreover, utilizing the diverse think-aloud responses, we examined the overall quality of text processing employed by individuals with ADHD during reading, in order to shed more light on text-level deficiencies underlying their poor comprehension after reading. To address these goals, adolescents with and without ADHD were asked to state aloud whatever comes to their minds during the reading of two expository texts. After reading, the participants freely recalled text ideas and answered multiple-choice questions on the texts. Compared to controls, participants with ADHD generated fewer responses that reflect deep, efficient text processing, and reinstated fewer prior text ideas, particularly central ones, during reading. Moreover, the proportions of deep processing responses positively associated with participants’ performance on recall and comprehension tasks. These findings suggest that individuals with ADHD exhibit poor text comprehension and memory, particularly of central ideas, because they construct a low-quality, less-connected text representation during reading, and produce fewer, less-elaborated retrieval cues for subsequent tasks after reading.</p>","PeriodicalId":47426,"journal":{"name":"Learning Disabilities Research & Practice","volume":"36 1","pages":"40-55"},"PeriodicalIF":1.9000,"publicationDate":"2021-01-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1111/ldrp.12237","citationCount":"3","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Learning Disabilities Research & Practice","FirstCategoryId":"95","ListUrlMain":"https://onlinelibrary.wiley.com/doi/10.1111/ldrp.12237","RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION, SPECIAL","Score":null,"Total":0}
引用次数: 3

Abstract

The present study employed a think-aloud method to explore the origin of centrality deficit (i.e., poor recall of central ideas) in individuals with Attention Deficit Hyperactivity Disorder (ADHD). Moreover, utilizing the diverse think-aloud responses, we examined the overall quality of text processing employed by individuals with ADHD during reading, in order to shed more light on text-level deficiencies underlying their poor comprehension after reading. To address these goals, adolescents with and without ADHD were asked to state aloud whatever comes to their minds during the reading of two expository texts. After reading, the participants freely recalled text ideas and answered multiple-choice questions on the texts. Compared to controls, participants with ADHD generated fewer responses that reflect deep, efficient text processing, and reinstated fewer prior text ideas, particularly central ones, during reading. Moreover, the proportions of deep processing responses positively associated with participants’ performance on recall and comprehension tasks. These findings suggest that individuals with ADHD exhibit poor text comprehension and memory, particularly of central ideas, because they construct a low-quality, less-connected text representation during reading, and produce fewer, less-elaborated retrieval cues for subsequent tasks after reading.

表层文本加工在青少年注意缺陷多动障碍中心性缺陷和文本理解不良中的作用:一项有声思考研究
本研究采用有声思考的方法探讨了注意力缺陷多动障碍(ADHD)患者中心性缺陷(即中心思想回忆能力差)的起源。此外,利用不同的有声思考反应,我们检查了ADHD患者在阅读过程中使用的文本处理的整体质量,以便更多地阐明他们阅读后理解能力差的文本水平缺陷。为了实现这些目标,研究人员要求患有和没有多动症的青少年在阅读两篇说明性文章时大声说出他们的想法。阅读后,参与者自由地回忆文本的观点,并回答关于文本的多项选择题。与对照组相比,患有多动症的参与者在阅读过程中产生的反映深度、高效文本处理的反应更少,恢复先前文本思想的次数更少,尤其是中心思想。此外,深度加工反应的比例与参与者在回忆和理解任务中的表现呈正相关。这些发现表明,患有多动症的个体表现出较差的文本理解和记忆,特别是中心思想,因为他们在阅读过程中构建了低质量、联系较少的文本表征,并且在阅读后为后续任务产生更少、更复杂的检索线索。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
求助全文
约1分钟内获得全文 求助全文
来源期刊
CiteScore
2.60
自引率
11.10%
发文量
21
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
提示
您的信息不完整,为了账户安全,请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
确定
请完成安全验证×
copy
已复制链接
快去分享给好友吧!
我知道了
右上角分享
点击右上角分享
0
联系我们:info@booksci.cn Book学术提供免费学术资源搜索服务,方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。 Copyright © 2023 布克学术 All rights reserved.
京ICP备2023020795号-1
ghs 京公网安备 11010802042870号
Book学术文献互助
Book学术文献互助群
群 号:481959085
Book学术官方微信