本文選題：元理解監(jiān)測 + 認(rèn)知疲倦　； 參考：《河南大學(xué)》2013年碩士論文

【摘要】：閱讀是一項比較復(fù)雜的認(rèn)知活動，也是獲得信息的一條主要途徑。閱讀過程中元理解監(jiān)測的精確程度，對有效選擇閱讀策略，調(diào)控閱讀活動，有非常重要的作用。另外，閱讀過程中的認(rèn)知疲倦問題也同樣值得關(guān)注，為此需要對認(rèn)知疲倦的影響因素進(jìn)行深入的分析，為尋找降低認(rèn)知疲倦水平的方法提供科學(xué)依據(jù)。 研究一以大學(xué)生為研究對象，采用2(材料難度：高、低）×3（模糊容忍度：高、中、低）被試間實驗設(shè)計，自變量為材料難度和模糊容忍度，因變量為元理解監(jiān)測的精確性以及認(rèn)知疲倦水平，探討了材料難度和模糊容忍度對元理解監(jiān)測精確性和認(rèn)知疲倦的影響。 研究二同樣以大學(xué)生為研究對象，采用2(材料長度：長、短）×3（模糊容忍度：高、中、低）被試間實驗設(shè)計，自變量為材料難度和模糊容忍度，因變量為元理解監(jiān)測的精確性以及認(rèn)知疲倦水平，探討了材料長度和模糊容忍度對元理解監(jiān)測精確性和認(rèn)知疲倦的影響。 通過研究，經(jīng)過分析和討論，得出如下結(jié)論： 第一，在英語閱讀過程中，低難度材料組的元理解監(jiān)測精確性要顯著高于高難度材料組，模糊容忍度和材料長度對元理解監(jiān)測精確性的影響并沒有達(dá)到顯著水平； 第二，在英語閱讀過程中，高材料難度組較之低材料難度組，有更高的認(rèn)知疲倦水平。材料長組的認(rèn)知疲倦水平也要顯著高于材料短組，模糊容忍度對認(rèn)知疲倦的影響不顯著； 第三，，在英語閱讀過程中，高材料難度組較之低材料難度組，在感知疲倦、記憶疲倦、思維疲倦和想象疲倦上均有較高水平。材料長組與材料短組相比，在注意疲倦、感知疲倦、記憶疲倦、思維疲倦、想象疲倦上均有較高水平。高模糊容忍度組的感知疲倦、思維疲倦低于低模糊容忍度組； 第四，在英語閱讀過程中，材料難度和模糊容忍度對于注意疲倦有交互作用。低模糊容忍度組在閱讀高難材料度時產(chǎn)生的注意疲倦水平要顯著高于閱讀低難度材料。
[Abstract]:Reading is a more complex cognitive activity and a major way to get information . In the process of reading , the precise degree of meta - understanding monitoring is very important to the effective selection of reading strategies and the regulation of reading activities . In addition , the cognitive fatigue problem in the reading process is also worth paying attention . To this end , we need to deeply analyze the influencing factors of cognitive fatigue , and provide scientific basis for finding ways to reduce the level of cognitive fatigue .

Based on the experimental design of college students , 2 ( material difficulty : high , low ) 脳 3 ( fuzzy tolerance : high , medium and low ) was used as the experimental design . The self - variable was the material difficulty and the fuzzy tolerance , and the factor was the accuracy of the meta - understanding monitoring and the level of cognitive fatigue . The effects of material difficulty and fuzzy tolerance on the accuracy of the meta - understanding and the cognitive fatigue were discussed .

The research object of the study was as follows : 2 ( material length : long , short ) 脳 3 ( fuzzy tolerance : high , medium and low ) was used as the research object . The independent variable was the material difficulty and the fuzzy tolerance , the dependent variable was the accuracy of the meta - understanding monitoring and the cognitive fatigue level , and the influence of material length and fuzzy tolerance on the accuracy of the meta - understanding and the cognitive fatigue were discussed .

Through research , through analysis and discussion , the following conclusions are drawn :

First , in the process of English reading , the meta - understanding monitoring accuracy of the low - difficulty material group is significantly higher than that of the high - difficulty material group , and the influence of the fuzzy tolerance and the material length on the accuracy of the meta - understanding monitoring does not reach a significant level ;


Second , in the course of English reading , the high material difficulty group has higher level of cognitive fatigue than the low material difficulty group . The cognitive fatigue level of the long group of materials is also significantly higher than that of the material short group , and the fuzzy tolerance has no significant effect on the cognitive fatigue ;


Thirdly , in the course of English reading , the high material difficulty group has a higher level of difficulty in perception , fatigue , fatigue , fatigue and imagination .


Fourthly , in the course of English reading , the difficulty and tolerance of materials are interactive to attention fatigue . The low fuzzy tolerance group has a higher level of attention fatigue than reading low difficulty material when reading the high difficulty material .

【學(xué)位授予單位】：河南大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2013
【分類號】：G447;B842.1

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本文編號：1800024