Speed reading is advertised as a way to increase reading speed without any loss in comprehension. However, research on speed reading has indicated that comprehension suffers as reading speed increases. We were specifically interested in how processes of inference generation were affected by speed reading.
Methods
We examined how reading speed influenced inference generation in typical readers, trained speed readers and participants trained to skim read passages. Passages either strongly or weakly promoted a bridging or predictive inference. After reading, participants performed a lexical decision task on either a nonword, neutral or inference‐related word.
Results
Typical readers responded to strong and weak inference words faster than neutral words. There were no statistical differences in reaction time between inference‐related and neutral words for speed and skim readers.
Conclusions
These findings provide no substantive evidence that the appropriate inferences are generated when reading at rapid speeds. Thus, speed reading may be detrimental to normal integrative comprehension processes. 相似文献
Three rats received unmodifiable tailshock at random intervals in a shuttlebox. In a continuous-choice situation, Ss could choose between an auditory signal immediately preceding or immediately following the tailshock. Over repeated daily 3-h sessions, each S acquired a spatial discrimination indicating a strong preference for the signal preceding tailshock. This preference continued undiminished through two successive reversals of the position associated with signaled shock. This demonstration precludes explanations of the preference-for-signaled-shock phenomenon based upon primary reinforcement value or acquired value of the signal, position preferences, and overt modification of the aversiveness of the reinforcer through such means as postural adjustments. An explanation of recent failures to obtain the preference-for-signaled-shock effect is offered. 相似文献
The French orthographic code is complex, and its acquisition is laborious (Catach, 2008; Fayol & Jaffré, 2008). Three hypotheses attempt to explain orthographic knowledge acquisition (OKA). For some, exposure to the code leads to OKA through a self-learning process (Share, 2004). For others, OKA benefits from graphophonological processes (Coltheart, Rastle, Perry, Langdon, & Ziegler, 2001). Finally, some authors suggest that OKA is possible thanks to visual specific processes (Ans, Carbonnel, & Valdois, 1998). The main goal of this study was to test these hypotheses in a classroom context with comparable samples. In total, 143 2nd-grade children participated in this quasi-experimental study with a pretest, immediate posttest, and delayed posttest design. We assigned participants to one of four conditions. For three conditions, we created three teaching procedures based on each of the hypotheses: frequency of contacts with target words; explicit teaching of graphophonological properties of words; explicit teaching of visual properties of words. The fourth served as a control group. ANOVA analyses indicated that all three experimental conditions favored OKA, showing that the different teaching procedures led to spelling development. However, the visual condition was the most favorable. Three main conclusions can be drawn from this study: (a) models of OKA should account for the different paths that can lead to spelling acquisition; (b) visual properties of words and their acquisition need additional research, and (c) applied research in real classroom contexts is not only relevant for informing teaching practices but also for better understanding how learning takes place.
For many years now, most countries of the world have increasingly valued the headteacher as a powerful force in facilitating school and staff development. Such recognition has resulted in widespread training programmes—even in the poorest countries. In Spain, however, there has been, until very recently, considerable ambiguity over the role of the headteacher. This uncertainty is manifested in the appointment system of headteachers and the lack of commitment to training. This paper seeks to show the reasons for this situation, through an evaluation of recent legislation, the impact of Franco's legacy on education and the current preoccupation with democratic government at all levels. The paper highlights important changes of attitude towards the role of the head now taking place, mainly at local levels, and encourages the government to ensure that examples of effective training, emanating from these ideological shifts, are recognised and contained within national programmes.相似文献
This study presents the building of an instrument to measure personal conceptions of intelligence based upon Dweck research, and some exploratory evidence. The instrument is directed to adolescents, has got more items than the original one and incorporates new aspects, such as the importance of effort and ability in relation with personal conceptions of intelligence. The results of a factor analysis evidenced the existence of two distinct factors — a static and a dynamic one — that explain together 31.7% of the total variance. The internal consistency of the scales evidenced alpha coefficients between .74 and .80. The results of a test-retest reliability study (with a month interval) proved to be better for the static scale than to the the dynamic one, as well as the results of an external validity study (correlations with grade point average). Some differential exploratory studies showed differences in personal conceptions of intelligence related to school grades (5th to 11th): the scores increased from the 5th to the 11th grade, showing that older students were less “static” (more “dynamic”), and also related to the socio-economic status (high vs. low): the higher SES subjects appeared less “static” (more “dynamic”) than the lower SES subjects. 相似文献
