英语阅读中材料性质与模糊容忍度对元理解监测精确性及认知疲倦的影响

发布时间：2018-04-25 05:39

本文选题：元理解监测 + 认知疲倦　；参考：《河南大学》2013年硕士论文

【摘要】：阅读是一项比较复杂的认知活动，也是获得信息的一条主要途径。阅读过程中元理解监测的精确程度，对有效选择阅读策略，调控阅读活动，有非常重要的作用。另外，阅读过程中的认知疲倦问题也同样值得关注，为此需要对认知疲倦的影响因素进行深入的分析，为寻找降低认知疲倦水平的方法提供科学依据。研究一以大学生为研究对象，采用2(材料难度：高、低）×3（模糊容忍度：高、中、低）被试间实验设计，自变量为材料难度和模糊容忍度，因变量为元理解监测的精确性以及认知疲倦水平，探讨了材料难度和模糊容忍度对元理解监测精确性和认知疲倦的影响。研究二同样以大学生为研究对象，采用2(材料长度：长、短）×3（模糊容忍度：高、中、低）被试间实验设计，自变量为材料难度和模糊容忍度，因变量为元理解监测的精确性以及认知疲倦水平，探讨了材料长度和模糊容忍度对元理解监测精确性和认知疲倦的影响。通过研究，经过分析和讨论，得出如下结论：第一，在英语阅读过程中，低难度材料组的元理解监测精确性要显著高于高难度材料组，模糊容忍度和材料长度对元理解监测精确性的影响并没有达到显著水平；第二，在英语阅读过程中，高材料难度组较之低材料难度组，有更高的认知疲倦水平。材料长组的认知疲倦水平也要显著高于材料短组，模糊容忍度对认知疲倦的影响不显著；第三，，在英语阅读过程中，高材料难度组较之低材料难度组，在感知疲倦、记忆疲倦、思维疲倦和想象疲倦上均有较高水平。材料长组与材料短组相比，在注意疲倦、感知疲倦、记忆疲倦、思维疲倦、想象疲倦上均有较高水平。高模糊容忍度组的感知疲倦、思维疲倦低于低模糊容忍度组；第四，在英语阅读过程中，材料难度和模糊容忍度对于注意疲倦有交互作用。低模糊容忍度组在阅读高难材料度时产生的注意疲倦水平要显著高于阅读低难度材料。
[Abstract]:Reading is a more complex cognitive activity and a major way to get information . In the process of reading , the precise degree of meta - understanding monitoring is very important to the effective selection of reading strategies and the regulation of reading activities . In addition , the cognitive fatigue problem in the reading process is also worth paying attention . To this end , we need to deeply analyze the influencing factors of cognitive fatigue , and provide scientific basis for finding ways to reduce the level of cognitive fatigue .

Based on the experimental design of college students , 2 ( material difficulty : high , low ) 脳 3 ( fuzzy tolerance : high , medium and low ) was used as the experimental design . The self - variable was the material difficulty and the fuzzy tolerance , and the factor was the accuracy of the meta - understanding monitoring and the level of cognitive fatigue . The effects of material difficulty and fuzzy tolerance on the accuracy of the meta - understanding and the cognitive fatigue were discussed .

The research object of the study was as follows : 2 ( material length : long , short ) 脳 3 ( fuzzy tolerance : high , medium and low ) was used as the research object . The independent variable was the material difficulty and the fuzzy tolerance , the dependent variable was the accuracy of the meta - understanding monitoring and the cognitive fatigue level , and the influence of material length and fuzzy tolerance on the accuracy of the meta - understanding and the cognitive fatigue were discussed .

Through research , through analysis and discussion , the following conclusions are drawn :

First , in the process of English reading , the meta - understanding monitoring accuracy of the low - difficulty material group is significantly higher than that of the high - difficulty material group , and the influence of the fuzzy tolerance and the material length on the accuracy of the meta - understanding monitoring does not reach a significant level ;

Second , in the course of English reading , the high material difficulty group has higher level of cognitive fatigue than the low material difficulty group . The cognitive fatigue level of the long group of materials is also significantly higher than that of the material short group , and the fuzzy tolerance has no significant effect on the cognitive fatigue ;

Thirdly , in the course of English reading , the high material difficulty group has a higher level of difficulty in perception , fatigue , fatigue , fatigue and imagination .

Fourthly , in the course of English reading , the difficulty and tolerance of materials are interactive to attention fatigue . The low fuzzy tolerance group has a higher level of attention fatigue than reading low difficulty material when reading the high difficulty material .

【学位授予单位】：河南大学
【学位级别】：硕士
【学位授予年份】：2013
【分类号】：G447;B842.1

【参考文献】