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本研究考察了计划、注意、同时性加工和继时性加工这些PASS认知技能,在多大程度上能够预测快速命名和单词阅读之间的共同变异量。84位说英语读三年级和四年级的加拿大儿童,接受了客体和颜色快速命名、单词确认、计划、注意、同时性加工和继时性加工任务的测量。结果表明,计划和继时性加工能够对快速命名和阅读之间的共同变异量做出显著的解释。这一结果表明,在探寻快速阅读与阅读密切关联的原因时,应充分考虑这两个认知过程。
This study examined the extent to which PASS cognitive skills such as planning, attention, simultaneous processing, and time-based processing can predict the amount of common variation between rapid naming and word reading. Eighty-four Canadian children in grades three and four who were speaking English received measurements of rapid naming of objects and colors, word recognition, planning, attention, simultaneous processing, and subsequent processing tasks. The results show that planning and time-consuming processing can give a significant explanation of the amount of common variation between rapid naming and reading. This result suggests that these two cognitive processes should be fully considered in exploring the reasons for the close association between fast reading and reading.