Ọrụ ịgụ ihe

Ọrụ ọgụgụ oge (RST) bụ ọrụ ncheta a na-ahụkarị nke a kpọtụrụ aha n'ọtụtụ ebe, ma mee ka ọ dị mma maka, nyocha nke ncheta ọrụ, nhazi nghọta, na nghọta ọgụgụ nke Meredyth Daneman na Patricia Carpenter bipụtara na 1980. ^[1]Ọ bụ ule ncheta na-arụ ọrụ n'okwu.

Ọrụ

Nke mbụ

RST mbụ chọrọ ka ndị sonyere gụọ usoro nke ahịrịokwu ndị na-enweghị njikọ n'olu dara ụda ma cheta okwu ikpeazụ nke ahịrịọ ọ bụla nke usoro (nke a chịkọtara dịka ọnụọgụ nke ahịrị okwu). Site na ahịrịokwu ọ bụla e gosipụtara na kaadị, a gwara ndị sonyere ka ha cheta okwu ndị e ji n'isi dee na njedebe nke ahịrịokwu n'usoro mbụ ha site na kaadị efu na njedebe nke usoro. Ọnụ ọgụgụ nke ahịrịokwu nke usoro na-abawanye ruo mgbe a chọtara oge ọgụgụ nke onye sonyere, ma ọ bụ ọnụ ọgụgụ kachasị elu nke okwu ikpeazụ echetara nke ọma.

Ọrụ agụmakwụkwọ bụ ihe atụ mbụ nke ezinụlọ nke ọrụ "ogologo dị mgbagwoju anya" (dị iche na ọrụ "oghere dị mfe"). Ọ bụ ule okwu dị mgbagwoju anya n'ihi na ọ na-adabere na nchekwa na nhazi (ya bụ, ịgụ) ihe ncheta na-arụ ọrụ, ebe ule okwu dị mfe (dịka, ogologo okwu) chọrọ naanị ihe nchekwa.^[2]

Ụdị dị iche iche

E wezụga ụdị "ige ntị" nke Daneman na Carpenter mepụtara, e mepụtara ọtụtụ ụdị n'afọ ndị na-adịbeghị anya dabere na RST. ^[1]^[3]^[4]^[5]^[6]^[7]^[8]^[9]Van den Noort et al. mepụtara ụdị kọmputa nke ule ahụ, nke, mgbe a nwalere ya n'etiti asụsụ anọ dị iche iche (Dutch, English, German, na Norwegian), gosipụtara na ọ ga-ezute usoro usoro siri ike nke RST mbụ ma nweta nsonaazụ yiri ya. Nke a mere ka e jiri nsonaazụ RST tụnyere n'ofe asụsụ dị iche iche.^[10]

Nsogbu

N'ime mgbalị ịhazi ụdị RST, a na-enyocha ọtụtụ nsogbu na nke mbụ na nke dị iche iche.

Ihe ndị a chọtara

Daneman na Carpenter chọpụtara na ogologo oge ọgụgụ nwere njikọ siri ike na nghọta ọgụgụ karịa ogologo okwu. Nnyocha e mechara mee kwadoro nchọpụta ahụ na ogologo oge ọgụgụ nwere njikọ chiri anya na nghọta asụsụ karịa ogologo okwu.^[11]

Ihe odide

↑ ^1.0 ^1.1 Daneman, M., & Carpenter, P. A. (1980). Individual differences in working memory and reading. Journal of Verbal Learning and Verbal Behavior, 19(4), 450–466.
↑ Lobley, K.J., Baddeley, A.D., & Gathercole, S.E. (2005). Phonological similarity effects in verbal complex span. The Quarterly Journal of Experimental Psychology, 58A, 1462–1478.
↑ Desmette, D., Hupet, M., Schelstraete, M.A., & Van der Linden, M. (1995). Adaptation en langue française du "Reading Span Test" de Daneman et Carpenter. [A French adaptation of Daneman and Carpenter's "Reading Span Test"] L'Année Psychologique, 95, 459–482.
↑ Kondo, H., & Osaka, N. (2004). Effect of concreteness of target word on verbal working memory: An evaluation using Japanese version of reading span test. Japanese Journal of Psychology, 71, 51–56.
↑ LaPointe, L.B., & Engle, R.W. (1990). Simple and complex word spans as measures of working memory capacity. Journal of Experimental Psychology: Learning, Memory, and Cognition, 16, 1118–1133.
↑ Payne, J.S., & Whitney, P.J. (2002). Developing L2 oral proficiency through synchronous CMC: Output, working memory, and interlanguage development. CALICO Journal, 20(1), 7–32.
↑ Whitney, P., Ritchie, B.G., & Clark, M.B. (1991). Working memory capacity and the use of inferences in text comprehension. Discourse Processes, 14, 133–145.
↑ Whitney, P., Arnett, P.A., Driver, A., & Budd, D. (2001). Measuring central executive functioning: What's in a reading span?. Brain and Cognition, 45, 1–14.
↑ van den Noort (2008). "A Standard Computerized Version of the Reading Span Test in Different Languages". European Journal of Psychological Assessment 24 (1): 35–42. DOI:10.1027/1015-5759.24.1.35.
↑ van den Noort (January 21, 2008). "A Standard Computerized Version of the Reading Span Test in Different Languages". European Journal of Psychological Assessment: 35–42.
↑ Daneman, M., & Merikle, P. M. (1996). Working memory and language comprehension: a meta-analysis. Psychonomic Bulletin & Review, 3, 422–433.

Njikọ mpụga

Ụdị ọrụ na-agụ akwụkwọ nke ejiri flash mee ihe.

[daneman-1] 1.0 ^1.1 Daneman, M., & Carpenter, P. A. (1980). Individual differences in working memory and reading. Journal of Verbal Learning and Verbal Behavior, 19(4), 450–466.

[2] Lobley, K.J., Baddeley, A.D., & Gathercole, S.E. (2005). Phonological similarity effects in verbal complex span. The Quarterly Journal of Experimental Psychology, 58A, 1462–1478.

[3] Desmette, D., Hupet, M., Schelstraete, M.A., & Van der Linden, M. (1995). Adaptation en langue française du "Reading Span Test" de Daneman et Carpenter. [A French adaptation of Daneman and Carpenter's "Reading Span Test"] L'Année Psychologique, 95, 459–482.

[4] Kondo, H., & Osaka, N. (2004). Effect of concreteness of target word on verbal working memory: An evaluation using Japanese version of reading span test. Japanese Journal of Psychology, 71, 51–56.

[5] LaPointe, L.B., & Engle, R.W. (1990). Simple and complex word spans as measures of working memory capacity. Journal of Experimental Psychology: Learning, Memory, and Cognition, 16, 1118–1133.

[6] Payne, J.S., & Whitney, P.J. (2002). Developing L2 oral proficiency through synchronous CMC: Output, working memory, and interlanguage development. CALICO Journal, 20(1), 7–32.

[7] Whitney, P., Ritchie, B.G., & Clark, M.B. (1991). Working memory capacity and the use of inferences in text comprehension. Discourse Processes, 14, 133–145.

[8] Whitney, P., Arnett, P.A., Driver, A., & Budd, D. (2001). Measuring central executive functioning: What's in a reading span?. Brain and Cognition, 45, 1–14.

[9] van den Noort (2008). "A Standard Computerized Version of the Reading Span Test in Different Languages". European Journal of Psychological Assessment 24 (1): 35–42. DOI:10.1027/1015-5759.24.1.35.

[10] van den Noort (January 21, 2008). "A Standard Computerized Version of the Reading Span Test in Different Languages". European Journal of Psychological Assessment: 35–42.

[11] Daneman, M., & Merikle, P. M. (1996). Working memory and language comprehension: a meta-analysis. Psychonomic Bulletin & Review, 3, 422–433.

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