Cognitive Correlates of Listening Comprehension
Abstract
enIn an effort to understand cognitive foundations of oral language comprehension (i.e., listening comprehension), we examined how inhibitory control, theory of mind, and comprehension monitoring are uniquely related to listening comprehension over and above vocabulary and age. A total of 156 children in kindergarten and first grade from high‐poverty schools participated in the study. Using structural equation modeling, results showed that all three cognitive skills (inhibitory control, theory of mind, and comprehension monitoring) were positively related to listening comprehension after accounting for vocabulary and age. In addition, inhibitory control had a direct relation to listening comprehension, not indirectly via theory of mind. Results are discussed in light of cognitive component skills for listening comprehension.
Chinese
zh为求了解口头语言理解(即听力理解)能力的认知基础,本研究考查除了词汇和年龄这两个因子之外,抑制控制、心理理论及阅读理解监控这三个因子,如何独特地与听力理解能力相关联。研究对象为来自高贫困学校的156名幼儿园和小学的一年级学生。研究者使用结构方程模型进行分析。结果显示,在控制了词汇和年龄这两个因子的影响之后,所有三个认知技能因子(抑制控制、心理理论和阅读理解监控)均与听力理解有正面的关联。此外,抑制控制与听力理解有直接的关联,而不是通过心理理论而产生的间接关联。作者就听力理解所需的认知组件技能对研究结果进行了讨论。
Spanish
esTratando de entender las bases cognitivas de la comprensión del lenguaje oral (por ejemplo, la comprensión oral), examinamos cómo el control inhibitorio, la teoría de la mente y la supervisión de la comprensión están relacionados de manera excepcional a la comprensión oral más allá del vocabulario y la edad. En el estudio participaron un total de 156 niños provenientes de jardín de niños y primer grado de escuelas de gran pobreza. Usando modelos de ecuaciones estructurales, los resultados mostraron que las tres habilidades cognitivas (el control inhibitorio, la teoría de la mente, y la supervisión de la comprensión) presentaban una relación positiva a la comprensión oral después de tomar en cuenta el vocabulario y la edad. Además, el control inhibitorio tuvo una relación directa a la comprensión oral, en vez de indirecta por medio de la teoría de la mente. Se discuten los resultados a la luz de las habilidades de los componentes cognitivos para la comprensión oral.
Arabic
arترمي هذه الدراسة إلى فهم القواعد الذهنية في استيعاب اللغة الشفهية (أي استيعاب الاستماع) وبهذا الصدد، فحصنا الطريقة التي تتعلق فيها الضابط المثبط ونظرية الذهن ومراقبة الاستيعاب باستيعاب الاستماع فيما وراء المفردات والعمر. وقد اشترك 156 طفلا في الروضة والصف الأول الابتدائي من مدارس ذات فقر شديد في هذه الدراسة. وباستخدام نماذج معادلة هيكلية، أشارت النتائج إلى أن كل المهارات الذهنية الثلاثة (الضابط المثبط ونظرية الذهن ومراقبة الاستيعاب) تعلقت تعلقاً إيجابياً باستيعاب الاستماع بعد الأخذ بالحسبان المفردات والعمر. بالإضافة إلى ذلك، تعلق الضابط المثبط باستيعاب الاستماع تعلقاً مباشراً، لكن ليس غير مباشر بواسطة نظرية الذهن. وقد تم نقاش النتائج على ضوء مهارات العناصر الذهنية في استيعاب الاستماع.
Russian
ruЧтoбы paзoбpaтьcя c кoгнитивными ocнoвaми вocпpиятия ycтнoй peчи (т.e., пoнимaния нa cлyx), aвтopы иccлeдoвaли пpямыe cвязи ayдиoвocпpиятия c нaвыкaми caмoзaпpeтa, caмoпoзнaния и caмoмoнитopингa – бeзoтнocитeльнo cлoвapнoгo зaпaca и вoзpacтa. B иccлeдoвaнии yчacтвoвaли пpeдcтaвитeли бeдныx ceмeй – 156 дeтeй, пoceщaющиx дeтcкий caд и пepвый клacc. Иcпoльзyя мoдeлиpoвaниe cтpyктypными ypaвнeниями, aвтop дeмoнcтpиpyeт, чтo – нapядy c вoзpacтoм и cлoвapным зaпacoм yчeникa – вce тpи кoгнитивныx нaвыкa (caмoзaпpeт, caмoпoзнaниe и caмoмoнитopинг) знaчимы для вocпpиятия ycтнoй peчи. Пpичeм caмoзaпpeт являeтcя фaктopoм, дeйcтвyющим нaпpямyю, a нe oпocpeдoвaннo. Peзyльтaты oбcyждaютcя в cвeтe cлoжнococтaвныx пoзнaвaтeльныx нaвыкoв, нeoбxoдимыx для пoнимaния тeкcтa нa cлyx.
French
frAfin d'identifier les fondements cognitifs de la compréhension du langage oral (par exemple, la compréhension à l’écoute), nous avons examiné comment le contrôle de l'inhibition, la théorie de l'esprit, et le pilotage de la compréhension sont liés de façon exclusive à la compréhension de l’écoute, au‐delà du vocabulaire et de l’âge. Cette étude a été effectuée sur 156 enfants de jardin d'enfants et de première année provenant d’écoles très défavorisées. A l'aide d'un modèle d’équation structurale, les résultats montrent que les trois compétences cognitives (contrôle de l'inhibition, théorie de l'esprit, et pilotage de la compréhension) ont une relation positive avec la compréhension de l’écoute, une fois pris en compte le vocabulaire et l’âge. De plus, le contrôle de l'inhibition est en relation directe avec la compréhension de l’écoute, et non pas indirecte via la théorie de l'esprit. La discussion des résultats est effectuée à la lumière des compétences cognitives pour la compréhension de l’écoute.
Number of times cited: 19
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