Emotional Responses during Reading: Physiological Responses Predict Real-Time Reading Comprehension

Autor/inn/en	Daley, Samantha G.; Willett, John B.; Fischer, Kurt W.
Titel	Emotional Responses during Reading: Physiological Responses Predict Real-Time Reading Comprehension
Quelle	In: Journal of Educational Psychology, 106 (2014) 1, S.132-143 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0663
DOI	10.1037/a0033408
Schlagwörter	Reading Comprehension; Emotional Response; Middle School Students; Grade 7; Grade 8; Performance Based Assessment; Predictive Measurement; Predictive Validity; Predictor Variables; Multiple Choice Tests; Verbal Tests; Questionnaires; Task Analysis; Reading Tests; Outcome Measures; Massachusetts; Gray Oral Reading Test; Peabody Picture Vocabulary Test + Suchen Sie Ihr Suchwort? Leseverstehen; Emotionales Verhalten; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; School year 07; 7. Schuljahr; Schuljahr 07; School year 08; 8. Schuljahr; Schuljahr 08; Leistungsermittlung; Prädiktor; Multiple choice examinations; Multiple-choice tests, Multiple-choice examinations; Multiple-Choice-Verfahren; Mündliche Prüfung; Fragebogen; Aufgabenanalyse; Lesetest; Master-Studiengang
Abstract	This study investigated the relationship between emotional responses and reading performance in middle-school students. Although a large number of prior studies have investigated the relationship between emotion and reading, those studies have concentrated primarily on relatively static and distal measures of emotion. In this research, we measured 7th- and 8th-grade students' (n = 44) emotional responses more proximally: during the reading tasks themselves. To do this, we used a cardiovascular indicator, respiratory sinus arrhythmia (RSA), that has been used frequently in psychophysiological studies of emotion but not, to our knowledge, in studies of reading. Results showed that the pattern of physiological response during reading predicted reading comprehension performance. Students with the most successful reading comprehension performance showed an initial orienting physiological response, followed by a lower threat physiological state when actually starting to read. Verbal retelling performance related strongly to emotional responses during reading, but multiple-choice performance was not related. (As Provided).
Anmerkungen	American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01