日本青少年的持续注意力和反应抑制对阅读理解的贡献》(The Contribution of Sustained Attention and Response Inhibition to Reading Comprehension Among Japanese Adolescents.

IF 2 4区 医学 Q2 PEDIATRICS Children-Basel Pub Date : 2024-10-16 DOI:10.3390/children11101245
Inbar Lucia Trinczer, Yarden Dankner, Shira Frances-Israeli, Yoshi A Okamoto, Dav Clark, Lilach Shalev
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引用次数: 0

摘要

研究背景以往的研究表明,持续注意力在字母书写系统的阅读理解中发挥着重要作用。然而,对于这些认知功能如何促进非字母系统(如日语)的阅读理解,人们的了解还很有限。本研究试图探索这一空白,重点研究持续注意和反应抑制在书写系统中是如何发挥作用的,在这种系统中,有些字符代表的是意义而不是声音,这给复杂的阅读过程带来了另一层困难:75 名日本九年级学生完成了一项评估持续注意力和反应抑制的任务。认知测试使用平板电脑进行,以便在与生态课堂环境保持高度可比性的同时,实现可行的平行小组管理。阅读理解能力是通过参加者在日常教学中参加的考试来测量的:结果:我们的研究结果表明,持续注意和反应抑制都对日本九年级学生的阅读理解能力有显著的促进作用;结论:这些结果重复和扩展了之前的研究:这些结果重复并扩展了之前的研究,将持续注意对字母书写系统阅读理解的贡献记录到了非字母系统中。此外,我们的研究结果还揭示了另一个重要的认知因素,即阅读理解中的反应抑制。我们认为,反应抑制可能在阅读对认知要求较高的非字母书写系统(如日语)时发挥关键作用。
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The Contribution of Sustained Attention and Response Inhibition to Reading Comprehension Among Japanese Adolescents.

Background: Previous studies demonstrated the influential role of sustained attention in the reading comprehension of alphabetic writing systems. However, there is limited understanding of how these cognitive functions contribute to reading comprehension in non-alphabetic systems, such as Japanese. This study seeks to explore this gap, focusing on how sustained attention and response inhibition function in a writing system where some of the characters represent meanings rather than sounds, introducing another layer of difficulty in the complex process of reading; Methods: Seventy-five Japanese 9th grade students performed a task to assess sustained attention and response inhibition. The cognitive test was carried out using tablets to enable feasible parallel group administration while maintaining high comparability with ecological classroom settings. Reading comprehension was measured using an exam that the participants took as part of their educational routine; Results: Our results indicate that both sustained attention and response inhibition significantly contributed to the reading comprehension of Japanese 9th grade students; Conclusions: These results replicate and expand previous studies documenting the contribution of sustained attention on the reading comprehension of alphabetic writing systems to a non-alphabetic system. Moreover, our findings unravel another important cognitive factor, namely response inhibition in reading comprehension. We suggest that response inhibition may play a crucial role in reading non-alphabetic writing systems that pose high cognitive demands, such as Japanese.

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来源期刊
Children-Basel
Children-Basel PEDIATRICS-
CiteScore
2.70
自引率
16.70%
发文量
1735
审稿时长
6 weeks
期刊介绍: Children is an international, open access journal dedicated to a streamlined, yet scientifically rigorous, dissemination of peer-reviewed science related to childhood health and disease in developed and developing countries. The publication focuses on sharing clinical, epidemiological and translational science relevant to children’s health. Moreover, the primary goals of the publication are to highlight under‑represented pediatric disciplines, to emphasize interdisciplinary research and to disseminate advances in knowledge in global child health. In addition to original research, the journal publishes expert editorials and commentaries, clinical case reports, and insightful communications reflecting the latest developments in pediatric medicine. By publishing meritorious articles as soon as the editorial review process is completed, rather than at predefined intervals, Children also permits rapid open access sharing of new information, allowing us to reach the broadest audience in the most expedient fashion.
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