|
[1]
|
陈睿, 程松涛, 杨景, 陶云(2015). 文章微观标记对短时记忆信息提取的影响. 心理研究, 8(4), 44-50.
|
|
[2]
|
陈卓(2018). 不同输入强化对高中生英语阅读中词汇习得的实证研究. 硕士学位论文, 锦州: 渤海大学.
|
|
[3]
|
葛鸽(2014). 文本强化及其形式对中国学习者习得英语被动语态和阅读理解的影响. 硕士学位论文, 广州: 华南理工大学.
|
|
[4]
|
龚德英(2009). 多媒体学习中认知负荷的优化控制. 硕士学位论文, 重庆: 西南大学.
|
|
[5]
|
郭林强(2011). 文本强化对中国高中英语学习者阅读理解的作用. 硕士学位论文, 大连: 辽宁师范大学.
|
|
[6]
|
何先友(2004). 不同阅读水平与文章熟悉程度条件下文章标记效应的研究. 心理科学, 27(3), 595-597.
|
|
[7]
|
黄莺(2009). 文章阅读认知过程中的标记效应. 硕士学位论文, 宁波: 宁波大学.
|
|
[8]
|
李德明, 陈天勇(2006). 认知年老化和老年心理健康. 心理科学进展, 14(4), 560-564.
|
|
[9]
|
李倩(2019). 文章标记效应下高中生英语阅读策略运用研究. 硕士学位论文, 济宁: 曲阜师范大学.
|
|
[10]
|
李钊颖(2018). 视觉强调对语句加工的影响. 硕士学位论文, 福州: 福建师范大学.
|
|
[11]
|
柳恒爽, 谢秋葵, 王文静(2020). 复合式输入强化教学对英语拼读技能的提升效应. 现代外语, 43(6), 841-853.
|
|
[12]
|
庞维国(2011). 涵义认知负荷理论及其教学. 当代教育科学, (12), 23-28.
|
|
[13]
|
任丽杰(2016). 文本强化对初中生英语定语从句结构习得和阅读理解影响的实证研究. 硕士学位论文, 兰州: 西北师范大学.
|
|
[14]
|
沙林婷(2018). 高中学生不同认知方式与阅读水平对其第二语言阅读中文章标记效应的影响. 硕士学位论文, 福州: 福建师范大学.
|
|
[15]
|
宋广文, 邢洪军, 马玉花(2011). 提问水平与结构训练对文章标记效应的影响. 心理科学, 34(3), 588-592.
|
|
[16]
|
田学红, 张亚飞(2003). 文章标记对高一学生阅读理解的影响. 心理发展与教育, 19(2), 53-56.
|
|
[17]
|
王阔(2019). 文章标记促进老年人篇章阅读的眼动研究. 硕士学位论文, 天津: 天津师范大学.
|
|
[18]
|
王萌(2018). 信号词凸显对初中级汉语阅读理解的影响——以泰国学生为测试对象. 硕士学位论文, 厦门: 厦门大学.
|
|
[19]
|
王铁凝(2013). 文本强化对中国二语学习者目的语形式注意和习得的影响和作用. 硕士学位论文, 青岛: 中国海洋大学.
|
|
[20]
|
王哲希, 王同顺(2009). 输入强化和输出任务对阅读中词汇习得的影响. 外国语文, 25(3), 139-144.
|
|
[21]
|
杨双, 刘翔平(2004). 文章标记对阅读理解困难学生信息保持的促进研究. 心理发展与教育, 4, 56-60.
|
|
[22]
|
张晨莹(2019). 文本强化与输出任务对高中英语阅读中词块附带习得效果的研究. 硕士学位论文, 西安: 陕西师范大学.
|
|
[23]
|
曾永红, 张慕媛(2017). 文本强化对中国英语学习者回指释义和阅读理解的影响研究. 外语电化教学, 175(3), 37-42+51.
|
|
[24]
|
Folker, S., Ritter, H., & Sichelschmidt, L. (2005). Processing and Integrating Multimodal Material—The Influence of Color-Coding. In Bucciarelli (Eds.), Proceedings of the 27th Annual Conference of the Cognitive Science Society (pp. 690-695).
|
|
[25]
|
Fraundorf, S. H., Benjamin, A. S., & Watson, D. G. (2013). What Happened (and What Did Not): Discourse Constraints on Encoding of Plausible Alternatives. Journal of Memory and Language, 69, 196-227.[CrossRef] [PubMed]
|
|
[26]
|
Lemarié, J., Lorch, R. F., Eyrolle, H., & Virbel, J. (2008). SARA: A Text-Based and Reader-Based Theory of Signaling. Educational Psychologist, 43, 27-48.[CrossRef]
|
|
[27]
|
Li, L., & Wu, X. (2015). Effects of Metalinguistic Awareness on Reading Comprehension and the Mediator Role of Reading Fluency from Grades 2 to 4. PLoS ONE, 10, e0114417.[CrossRef] [PubMed]
|
|
[28]
|
Lorch, R. F., Lorch, E. P., & Klusewitz, M. A. (1995). Effects of Typographical Cues on Reading and Recall of Text. Contemporary Educational Psychology, 20, 51-64.[CrossRef]
|
|
[29]
|
Macaya, M., & Perea, M. (2014). Does Bold Emphasis Facilitate the Process of Visual-Word Recognition? The Spanish Journal of Psychology, 17, 1-5.[CrossRef] [PubMed]
|
|
[30]
|
Nist, S. L., & Hogrebe, M. C. (1987). The Role of Underlining and Annotating in Remembering Textual Information. Reading Research and Instruction, 27, 12-25.[CrossRef]
|
|
[31]
|
Pam, P., & Karimi, L. (2016). The Effect of Textual Enhancement Technique on Incidental Learning of Idiomatic Expressions of Iranian Intermediate Students. Theory and Practice in Language Studies, 6, 1121-1127.[CrossRef]
|
|
[32]
|
Plass, J. L., Heidig, S., Hayward, E. O., Homer, B. D., & Um, E. (2014). Emotional Design in Multimedia Learning: Effects of Shape and Color on Affect and Learning. Learning and Instruction, 29, 128-140.[CrossRef]
|
|
[33]
|
Rayner, K., & Schotter, E. R. (2014). Semantic Preview Benefit in Reading English: The Effect of Initial Letter Capitalization. Journal of Experimental Psychology: Human Perception and Performance, 40, 1617-1628.[CrossRef] [PubMed]
|
|
[34]
|
Sanford, A. J. S., Sanford, A. J., Molle, J., & Emmott, C. (2006). Shallow Processing and Attention Capture in Written and Spoken Discourse. Discourse Processes, 42, 109-130.[CrossRef]
|
|
[35]
|
Schneider, S., Beege, M., Nebel, S., & Rey, G. D. (2018). A Meta-Analysis of How Signaling Affects Learning with Media. Educational Research Review, 23, 1-24.[CrossRef]
|
|
[36]
|
Sweller, J. (1988). Cognitive Load during Problem Solving: Effects on Learning. Cognitive Science, 12, 257-285.[CrossRef]
|
|
[37]
|
Sweller, J. (2010). Element Interactivity and Intrinsic, Extraneous, and Germane Cognitive Load. Educational Psychology Review, 22, 123-138.[CrossRef]
|
|
[38]
|
Sweller, J., & Chandler, P. (1994). Why Some Material Is So Difficult to Learn. Cognition and Instruction, 12, 185-233.
|