以听代读:将网络绘图任务作为一种重新构建的方法和衡量思维知识的标准

IF 2 2区 教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH
Xuqian Chen, Yishan Zhang, Qianyue Dai
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引用次数: 0

摘要

播客和有声读物的收听率呈上升趋势,从而为一种新的、流行的学习环境铺平了道路。探讨多文本听力理解的影响至关重要。本研究旨在从长期工作记忆(LT-WM)的角度探讨概念网络处理对多文本听力理解能力的影响。此外,研究还考察了概念网络分析方法在促进文本听力过程中概念结构构建方面的敏感性。为此,128 名参与者被随机分配到四个不同的处理组。这些小组在文本顺序(先理论文本后应用文本或反之)和听后网络绘制任务方面各不相同。作为对照组,学员可以使用每篇课文的关键术语绘制概念图,也可以使用无关术语绘制概念图。完成两个文本后,所有参与者都必须完成最后的多文档网络绘图任务。最后,三天后进行了一次多选延迟测试。研究结果表明,LT-WM 中的概念网络对多文本理解成绩有显著影响。此外,网络绘制任务似乎是重建LT-WM中知识结构的有效方法,可作为MCT听力理解评估的补充测量方法。
本文章由计算机程序翻译,如有差异,请以英文原文为准。

Listening instead of reading: using network drawing task as a re-constructed method and measure of knowledge in mind

Listening instead of reading: using network drawing task as a re-constructed method and measure of knowledge in mind

The trend of podcast and audiobook listening is on the rise, thus paving the way for a new, popular learning environment. It is crucial to deliberate on the influence of multiple-text listening comprehension. This research aimed to explore the impact of conceptual network processing on multiple-text comprehension performance from the perspective of long-term working memory (LT-WM). Additionally, it examined the sensitivity of a concept network analysis measure in facilitating the construction of conceptual structures during text listening. To this end, 128 participants were randomly assigned to four different treatment groups. These groups varied in terms of text order (theoretical text followed by applied text or vice versa) and post-listening network drawing tasks. Participants either drew concept maps using key terms specific to each text or irrelevant terms as a control group. After completing both texts, all participants were required to complete a final multi-document network drawing task. Finally, a multiple-choice delayed test was administered three days later. The findings suggest that conceptual networks in LT-WM significantly influence multiple-text comprehension performance. Furthermore, the network drawing task appears to be an effective method for reconstructing knowledge structures in LT-WM, serving as a complementary measure to the MCT in assessing listening comprehension.

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来源期刊
CiteScore
5.20
自引率
16.00%
发文量
0
期刊介绍: Reading and writing skills are fundamental to literacy. Consequently, the processes involved in reading and writing and the failure to acquire these skills, as well as the loss of once well-developed reading and writing abilities have been the targets of intense research activity involving professionals from a variety of disciplines, such as neuropsychology, cognitive psychology, psycholinguistics and education. The findings that have emanated from this research are most often written up in a lingua that is specific to the particular discipline involved, and are published in specialized journals. This generally leaves the expert in one area almost totally unaware of what may be taking place in any area other than their own. Reading and Writing cuts through this fog of jargon, breaking down the artificial boundaries between disciplines. The journal focuses on the interaction among various fields, such as linguistics, information processing, neuropsychology, cognitive psychology, speech and hearing science and education. Reading and Writing publishes high-quality, scientific articles pertaining to the processes, acquisition, and loss of reading and writing skills. The journal fully represents the necessarily interdisciplinary nature of research in the field, focusing on the interaction among various disciplines, such as linguistics, information processing, neuropsychology, cognitive psychology, speech and hearing science and education. Coverage in Reading and Writing includes models of reading, writing and spelling at all age levels; orthography and its relation to reading and writing; computer literacy; cross-cultural studies; and developmental and acquired disorders of reading and writing. It publishes research articles, critical reviews, theoretical papers, and case studies. Reading and Writing is one of the most highly cited journals in Education, Educational Research, and Educational Psychology.
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