理解的认知历程研究 - 国立嘉义大学.ppt

Cognitive Investigations of Comprehension Processes 曾玉村 Yuhtsuen Tzeng Learning Cognition Lab, National Chung Cheng University Presented at GSME, NCYU, May, 04, 2011 To understand is human nature Comprehension/understanding rests on memory Comprehension promote reasoning, problem solving, creation… To understand is to activate old knowledge To understand is to a first step of learning Education should aim at understanding What is comprehension/understanding? Language Non-language What is language comprehension? Complex cognitive processes The construction of a coherent mental representation of the text (e.g., Kintsch, 1988; Graesser Clark, 1985; Trabasso van den Broek, 1985) The reader identifies meaningful relations between parts of the text between text and background knowledge What is comprehension? Text input provides raw elements for comprehension What is comprehension? Readers connect text elements to build a network representation What do the LS models say? How do readers achieve comprehension? As readers proceed through the text, they attempt to maintain coherence for each new text segment (sentence) (Re)activate information from prior text or background knowledge E.g., referential and causal coherence Naming/lexical decision/speeded recognition as well as reading time studies (e.g., O’Brien Myers, 1989; McKoon Ratcliff, 1990) Inferences are crucial to go beyond text inputs Formalization of the LS model Attentional/Working memory limitations Comprehension involves fluctuation of activation from Text input Carry over Reinstatement (from representation of prior text) Activation of background knowledge Cohort activation (see below) ? landscape of activations The LS model: Constructing a memory representation Connections are identified between text items that are activated simultaneously The episodic memory representation is updated as a result of each new activation vector, via an asymptotic (delta) rule LS model: Dynamic interaction between