The Topical Inference Ability And Information Integration Of The Junior High School Students And Undergraduates In Narrative Text Reading

The purpose of this study was to contrast the topical inference ability and information integration of the junior high school students with undergraduates in narrative text, and explored the connection of both of them. The first experiment used 2×2 design, using the short narrative as reading materials. The method is an innovation that tested the topical inference of subjects that make them judge whether the topical words appeared in the text after they read the text. This experiment filtrate the subjects at the same time, contrasting the topical inference ability of junior high school students with undergraduates. According the radio of the topical words and the controlled words, the subjects were divided into high and low topical inference ability groups. Using 2×2×2 mixed design, the second experiment observed the information integration of the subjects when they encounter the new information which partly conflicted with the background information.The result indicated: The group of high topical inference ability in undergraduates made the information integration and the low group didn't. This fact indicated that the information integration affected the topical inference. The junior high school students whether the high nor the low topical inference ability groups didn't do the information integration. And there was phenomenon conflicted with former study. So they are waiting for continuous studies that whether the information integration is universal in the crowd and when it will appear.