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作者调查了鄂西南地区不同歧义容忍度的高中生在阅读中认知策略使用情况,研究发现鄂西南山区高中生的歧义容忍度水平越高,在阅读中认知策略的使用越多;不同歧义容忍度水平的学生在记忆/存储过程和检索过程中认知策略的使用存在差异,高歧义容忍度的学生比低歧义容忍度的学生在此两个过程中能更多地使用认知策略。
The authors investigated the use of cognitive strategies in reading of high school students with different degrees of ambiguity tolerance in southwestern Hubei Province. The study found that the higher the level of ambiguity tolerance among high school students in mountainous areas in southwest Hubei, the more they used cognitive strategies in reading; the different ambiguities Tolerance students had different use of cognitive strategies in memory / storage process and retrieval process. Students with high ambiguity tolerance could make more use of cognitive strategies in these two processes than students with low ambiguity tolerance.