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Domain‐General Learning and Memory Substrates of Reading Acquisition
Mind, Brain, and Education ( IF 2.013 ) Pub Date : 2020-01-10 , DOI: 10.1111/mbe.12234
F. Sayako Earle 1 , Stephanie N. Del Tufo 2 , Tanya M. Evans 3 , Jarrad A. G. Lum 4 , Laurie E. Cutting 2 , Michael T. Ullman 5
Affiliation  

Prior research has demonstrated that linguistic skills and knowledge contribute to successful reading acquisition. In contrast, little is known about the influence of domain‐general learning abilities on reading. To investigate associations between general memory functions and reading during the early stages of learning to read, performance measures of word‐level reading and of declarative and procedural learning were obtained in a cohort of 140 children, annually during their first 4 years of school. We hypothesized that differences in learning task performance would relate to reading ability in the early years, when children are first learning to read. We employed a series of linear mixed effects models to test the relationships between learning abilities and reading across time. Declarative learning performance predicted reading ability in first grade, while procedural learning performance predicted reading ability in second grade. Our findings suggest that reading acquisition may depend in part on general capacities for learning.

中文翻译:

领域通用的阅读习得学习和记忆基础

先前的研究表明,语言技能和知识有助于成功地获得阅读。相反,关于领域一般学习能力对阅读的影响知之甚少。为了研究学习记忆的早期阶段中一般记忆功能与阅读之间的联系,每年有140名儿童在他们学习的头4年中获得词级阅读以及陈述性和程序性学习的绩效测量。我们假设在学习任务表现方面的差异与儿童最初学习阅读的早期阶段的阅读能力有关。我们采用了一系列线性混合效应模型来测试学习能力和跨时间阅读之间的关系。陈述式学习表现预测一年级的阅读能力,而程序性学习表现预测二年级的阅读能力。我们的发现表明,阅读习得可能部分取决于一般的学习能力。
更新日期:2020-01-10
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