近日，语言教育与测评研究中心（CLEAR）主任蔡雨阳教授带领其硕士研究生彭晓、上海外国语大学博士研究生葛倩文撰写的文章The Tango between Perceived Cognitive Load and Enjoyment of Reading In Determining Reading Achievement已在教育心理学领域国际权威期刊Reading and Writing（SSCI二区）上发表。
The article entitled The Tango Between Perceived Cognitive Load and Enjoyment of Reading in Determining Reading Achievement by Professor Yuyang Cai, Director of Centre for Language Education and Assessment Research, along with Xiao Peng (master graduate at Shanghai University of International Business and Economics) and Qianwen Ge (Ph.D. candidate at Shanghai International Studies University), has been published in the renowned international journal Reading and Writing (SSCI Q2).
任务难度是教师和学生都尤为关切的话题，是否有办法能减轻学生在处理学习任务材料时感知到的难度呢？立足于认知负荷理论，该研究深入探讨了阅读过程中认知负荷与阅读乐趣之间的交互关系，以及这种关系对阅读成绩的影响。研究团队利用经济合作与发展组织（OECD）2018年国际学生评估项目（PISA）的广泛实证数据，覆盖了全球69个国家和地区的近47万名青少年，来进行多层结构方程模型潜变量分析。
Task difficulty is a pivotal concern for teachers and students, prompting the question of whether there are viable approaches to alleviate the perceived difficulty when students deal with task materials. Drawing upon the cognitive load theory, this study explored the intricate interplay between cognitive load and reading enjoyment during reading in determining reading achievement. The authors conducted multilevel structural equation modeling with latent interactions based on the empirical data from the Organisation for Economic Cooperation and Development (OECD) Programme for International Student Assessment (PISA) 2018 with 470,000 adolescents from 69 countries and territories worldwide.
研究结果显示，尽管认知负荷负向预测阅读成绩，但阅读乐趣能够降低认知负荷，从而帮助提升阅读成绩。这一发现凸显了学习乐趣对于缓解学习压力、减轻畏难情绪及优化学习成效的重要性。
The findings reveal that while cognitive load negatively predicted reading achievement, reading enjoyment reduced the quantity of cognitive load, thereby enhancing reading performance. This discovery underscores the importance of fostering learning enjoyment in mitigating learning pressure and fear of difficulty and optimizing academic outcomes.
此外，研究还揭示了一个复杂的双刃剑效应：阅读享受同时又加剧了内在认知负荷与阅读成就之间的负向关系。这一现象可能源于高强度的情绪激活导致学生注意力分散，他们可能不自觉地投入到阅读任务不相关的信息处理中，从而消耗了宝贵的工作记忆资源，使得原本的内在负荷变得更加繁重。
Moreover, the study sheds light on a complex double-edged sword effect: reading enjoyment deteriorated the negative relationship between intrinsic cognitive load and reading achievement. This finding might be attributed to the high arousal of emotion potentially distracts students and inadvertently diverts their attention to task-irrelevant processing. As a result, the working memory capacity is occupied, making the inherent cognitive load even more severe.
这些发现不仅深化了我们对阅读乐趣与认知负荷之间复杂关系的理解，也丰富了学术界关于认知负荷多维度特性的讨论，即相关负荷同时具有内在负荷和外在负荷的特性。同时，该研究为阅读材料的设计与阅读教学实践提供了指导。教育工作者可据此调整教学策略，通过优化学习材料的排版与内容，鼓励学生分享阅读乐趣，以减轻学生的认知负担，最终达到提升阅读能力的目标。
This article deepens our knowledge of the intricate relationship between reading enjoyment and cognitive load. It also enriches the academic debate on the multifaceted nature of cognitive load. That is, the germane cognitive load may contain both the nature of the intrinsic and extraneous load. Furthermore, the study offers invaluable guidance for the design of reading materials and reading instruction. Educators can adapt their teaching strategies by optimizing the layout and content of learning materials and encouraging students to share their reading enjoyment. Ultimately, enjoyable reading experiences would improve students’ reading ability and overall academic success.
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供稿Contributed by：葛倩文Qianwen GE 彭晓Xiao PENG