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目的探讨流行歌曲对中学生阅读理解的影响。方法采用两因素混合实验设计对32名中学生的阅读理解分数进行研究。结果①背景变量的主效应显著,F(3,90)=20.985,P<0.001;背景变量与背景音乐偏好变量之间存在着显著的交互作用,F(3,90)=15.164,P<0.001。结论①流行歌曲对阅读理解起到了显著的干扰作用;流行歌曲的伴奏乐则无显著影响;②对有背景音乐偏好被试来讲,流行歌曲的伴奏乐对他们的阅读理解有显著的促进作用,流行歌曲对他们的阅读理解无显著的干扰作用;对无背景音乐偏好被试来讲,流行歌曲的伴奏乐对他们的阅读理解既无显著的促进作用,也无显著的干扰作用,而流行歌曲(包括有伴奏的歌曲和无伴奏的歌曲)对他们的阅读理解有显著的干扰作用。
Objective To explore the impact of popular songs on reading comprehension of middle school students. Methods Two-factor mixed experimental design was used to study the reading comprehension scores of 32 middle school students. Results ① The main effect of background variables was significant, F (3,90) = 20.985, P <0.001. There was a significant interaction between background variables and background music preference variables. F (3,90) = 15.164, P <0.001 . Conclusion ① popular songs have a significant interference effect on reading comprehension; pop music accompaniment has no significant effect; ② for the participants with background music preferences, popular music accompaniment music can significantly promote their reading comprehension , Popular songs have no significant interference on their reading comprehension. For those who do not have the preference of background music, the accompaniment music of popular songs has no significant promotion effect on their reading comprehension, and has no obvious interference, and is popular Songs (including accompanied songs and capricious songs) have a significant disruptive effect on their reading comprehension.