PDF(Pubmed)
Abstract：
People tend to obtain information through fragmented reading. However, this behavior itself might lead to distraction and affect cognitive ability. To address it, it is necessary to understand how fragmented reading behavior influences readers\' attention switching. In this study, the researchers first collected online news that had 6 theme words and 60 sentences to compose the experimental material, then defined the degree of text dissimilarity, used to measure the degree of attention switching based on the differences in text content, and conducted an EEG experiment based on P200. The results showed that even after reading the fragmented text content with the same overall content, people in subsequent cognitive tasks had more working memory capacity, lower working memory load, and less negative impact on cognitive ability with the text content with lower text dissimilarity. Additionally, attention switching caused by differences in concept or working memory representation of text content might be the key factor affecting cognitive ability in fragmented reading behavior. The findings disclosed the relation between cognitive ability and fragmented reading and attention switching, opening a new perspective on the method of text dissimilarity. This study provides some references on how to reduce the negative impact of fragmented reading on cognitive ability on new media platforms.
摘要：
人们倾向于通过零散的阅读获取信息。然而,这种行为本身可能会导致注意力分散和影响认知能力。为了解决这个问题，有必要了解碎片化阅读行为如何影响读者的注意力转换。在这项研究中,研究人员首先收集了包含6个主题词和60个句子的在线新闻来组成实验材料，然后定义了文本的不同程度，用于根据文本内容的差异来衡量注意力转换的程度，并进行了基于P200的脑电实验。结果表明,即使在阅读了具有相同整体内容的零散文本内容后,在随后的认知任务中，人们有更多的工作记忆能力，降低工作记忆负荷，文本内容差异较低，对认知能力的负面影响较小。此外,文本内容的概念差异或工作记忆表征引起的注意力转换可能是影响碎片化阅读行为认知能力的关键因素。研究结果揭示了认知能力与碎片化阅读和注意力转换之间的关系，为文本不同的方法开辟了一个新的视角。本研究为如何降低碎片化阅读对新媒体平台认知能力的负面影响提供了一定的参考。
