E-readers, Computer Screens, or Paper: Does Reading Comprehension Change Across Media Platforms?

被引：115

作者：

Margolin, Sara J. ^{[1
]}

Driscoll, Casey ^{[1
]}

Toland, Michael J. ^{[1
]}

Kegler, Jennifer Little ^{[1
]}

机构：

[1] SUNY Coll Brockport, Brockport, NY 14420 USA

来源：

APPLIED COGNITIVE PSYCHOLOGY | 2013年 / 27卷 / 04期

关键词：

WORKING-MEMORY CAPACITY; TEXT; INTERNET; BOOKS; AGE;

D O I：

10.1002/acp.2930

中图分类号：

B84 [心理学];

学科分类号：

04 ; 0402 ;

摘要：

The present research examined the impact of technology on reading comprehension. While previous research has examined memory for text, and yielded mixed results of the impact technology has on one's ability to remember what they have read, the reading literature has not yet examined comprehension. In comparing paper, computers, and e-readers, results from this study indicated that these three different presentation modes do not differentially affect comprehension of narrative or expository text. Additionally, readers were not consistently compensating for difficulties with comprehension by engaging in different reading behaviors when presented with text in different formats. These results suggest that reading can happen effectively in a variety of presentation formats. Copyright (C) 2013 John Wiley & Sons, Ltd.

引用

页码：512 / 519

页数：8

共 45 条

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