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首页> 外文学位 >COGNITIVE CORRELATES OF ENGLISH LANGUAGE PROFICIENCY AS MEASURED BY A LETTER-MATCHING TASK AND THE TEST OF ENGLISH AS A FOREIGN LANGUAGE (TOEFL).
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COGNITIVE CORRELATES OF ENGLISH LANGUAGE PROFICIENCY AS MEASURED BY A LETTER-MATCHING TASK AND THE TEST OF ENGLISH AS A FOREIGN LANGUAGE (TOEFL).

机译：通过信函匹配任务测得的英语语言能力的认知相关性，以及作为托福语言的英语测验。

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摘要

Past research (e.g., Hunt, 1978) found a small but consistent statistical association between psychometric tests of verbal ability and performance on a letter-matching task common in psychological research. This task purports to demonstrate the interaction between pattern recognition and processes requiring conversion from a visual to a verbal code. In particular, the measure indicating the speed of code conversion was shown to be correlated with verbal ability tests. The question raised in this dissertation was whether a test of language proficiency (TOEFL) could be similarly linked to letter-matching performance. The essential assumption underlying the research was that, for this purpose, TOEFL could be reasonably compared to the aforementioned tests for native speakers of English. The letter-matching task was administered by computer to a group of university age foreign students, half of whom were studying ESL; half were already regularly enrolled students at American universities. This partition was meant to demonstrate the stability of the letter-matching data as measures of individual differences. A postiori, two other subgroups were identified: a group of subjects whose native language is regularly written in Arabic script, and another group whose native language is written using the Latin alphabet. Since the required task utilized letters of the alphabet, the selection of these groups made it possible to a degree to examine the effects of past training. Results were not conclusive. Letter-matching association with the Listening Comprehension section of the TOEFL was strongest for low proficiency individuals; for high proficiency individuals, the Vocabulary and Reading Comprehension scores were the strongest correlate. Some differences emerged according to native language writing system. For the Latin alphabet subgroup, the correlation between the code conversion measure and Reading Comprehension scores was -.398. It was suggested that this value parallels previous findings, in that this section of the test most closely resembles verbal ability tests for native speakers. Oller's (1978) suggestion that all psychometric tests tap similar abilities was judged to be confirmed.
机译：过去的研究（例如Hunt，1978）发现，在心理研究中常见的字母匹配任务上，语言能力和表现的心理测验与测验之间存在很小但一致的统计联系。该任务旨在证明模式识别与需要从视觉到言语代码转换的过程之间的交互作用。特别地，表明代码转换速度的量度与语言能力测试相关。本文提出的问题是，语言能力测试（TOEFL）是否可以类似地与字母匹配表现联系起来。该研究的基本假设是：为此目的，可以将TOEFL与上述针对以英语为母语的人的考试进行合理比较。信件匹配任务是通过计算机管理的，它是针对一群大学年龄的外国学生的，其中一半在学习ESL。一半的人已经是美国大学的定期招生。该分区旨在证明字母匹配数据作为个体差异的度量的稳定性。确定了一个Postiori，另外两个子组：一组其母语定期用阿拉伯语书写的主题，以及另一组其母语使用拉丁字母书写的主题。由于所需的任务使用字母，因此对这些组的选择使得在一定程度上可以检查过去的培训效果。结果不是结论性的。 TOEFL听力理解部分的字母匹配协会对低水平个人最强；对于熟练程度较高的个人，词汇和阅读理解分数之间的相关性最强。根据母语书写系统，会出现一些差异。对于拉丁字母子组，代码转换量度与阅读理解分数之间的相关性是-.398。有人建议说，该值与以前的发现相似，因为该部分测试与母语人士的言语能力测试最相似。 Oller（1978）的建议是所有心理测验都具有类似的能力，被认为是可以证实的。

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  • 作者

    PONDER, ROGER WESLEY.;

  • 作者单位

    The Florida State University.;

  • 授予单位 The Florida State University.;
  • 学科 Educational psychology.
  • 学位 Ph.D.
  • 年度 1986
  • 页码 156 p.
  • 总页数 156
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
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