不同類型的工作記憶與中文閱讀理解的相關研究

A Study of Working Memory Model and Chinese Reading Comprehension in 5th Grade Children

周裕欽(Yu-Ching Chou)

《花蓮師院學報》 14期 (2002/04) Pp. 123-142

摘要

自從Baddeley在1974年提出了工作記憶的理論後，西方認知心理學界就開始著手探討工作記憶與人們認知學習的關係。Baddeley將工作記憶區分成「視覺」「語文」及「中央控制」等三個部門，分別代表人類認知學習的三個不同成分。本研究採用這個理論，設計不同類型的工作記憶測量工具，用來探討不同類型的工作記憶和中文閱讀理解的相關情形。研究結果支持工作記憶結構可以區分成「語文」、「視覺」與「中央控制部門」三個部門。但在解釋中文閱讀理解現象時，三個不同類型的工作記憶結構僅中央控制能力與語文工作記憶對中文閱讀理解具有顯著關連。因此Baddeley的工作記意模式並不完全適用於中文閱讀理解的現象。另一方面，本研究結果發現視覺工作記憶和閱讀理解呈現顯著相關。但研究者進一步將「視覺工作記憶」、「語文工作記憶」、「短暫記憶能力」及「中央處理能力」等變項納入解釋閱讀理解的迴歸預測時，卻發現「視覺工作記憶」被排除在迴歸預測模式之外。建議未來研究可針對此焦點深入探討。

關鍵字

語文工作記憶 ； 視覺工作記憶 ； 中央控制能力 ； 閱讀理解

並列摘要

Working memory (WM) has been considered playing a crucial role in the processing of reading comprehension. However, the exact ways WM affecting Chinese reading comprehension were still controversial. Based on Baddeley’s model, WM was decomposed to 3 sub-components, namely, the central executive, the phonological loop, and the visuo-spatial sketchpad. In this study, the researcher explored the 3 sub-components to see what role they play in Chinese reading comprehension. Sixty 5th graders participated in the study. In the first session, children took about 30 minutes to complete a Chinese reading comprehension test in group. The 2nd session took about 50-70 minutes. Children were required to complete a test battery including tests of verbal short-term memory, spatial short-term memory, spatial short-term memory, verbal working memory, spatial working memory, and central executive capacity. All tests were administered individually. The results indicated that (a) In Baddeley’s Working memory model, verbal working memory and central executive did play a significant role in Chinese reading comprehension. (b) It is not clearly that visual factor affect Chinese reading comprehension. The significance of the study and recommendation for further study were also discussed.

並列關鍵字

verbal working memory ； visual working memory ； central executive ； reading comprehension