[1] 第十九次全国国民阅读调查结果发布[J].国家图书馆学刊, 2022, 31(3):38.(The 19th national reading survey results released[J]. Journal of the national library of China, 2022, 31(3):38.)
[2] 吴钊.中国式"听书"发展四阶段论[J].杭州师范大学学报(社会科学版), 2018, 40(1):116-122.(WU Z. The evolvement of "listening to the story-telling" in China[J]. Journal of Hangzhou Normal University (humanities and social sciences), 2018, 40(1):116-122.)
[3] 段朝辉,洪建中,王福兴.不同媒介阅读效果差异的作用机制探究[J].图书情报工作, 2018, 62(12):65-71.(DUAN C H, HONG J Z, WANG F X. Exploring the effect mechanism of different reading media on reading performance[J]. Library and information service, 2018, 62(12):65-71.)
[4] 袁征,白雪松.看屏幕不等于读书——文本呈现方式对学生阅读效果的影响[J].教育发展研究, 2016, 36(20):15-20.(YUAN Z, BAI X S. Watching computer screens is different from reading books[J]. Research in education development, 2016, 36(20):15-20.)
[5] 李洪晨,马捷,高鹤萌,等.面向发展性阅读障碍的数字阅读与纸质阅读比较研究[J].图书情报工作, 2022, 66(11):66-75.(LI H C, MA J, GAO H M, et al. A comparative study of digital reading and paper reading facing developmental dyslexia[J]. Library and information service, 2022, 66(11):66-75.)
[6] DELGADO P, VARGAS C, ACKERMAN R, et al. Don't throw away your printed books:a meta-analysis on the effects of reading media on reading comprehension[J]. Educational research review, 2018(25):23-38.
[7] 安伟.文本类型、呈现媒介与阅读方式对阅读效果的影响[D].南京:南京师范大学, 2020.(AN W. The influence of text type, presentation medium and reading mode on reading effect[D].Nanjing:Nanjing Normal University, 2020.)
[8] 徐军英,张康华,张怿.手机阅读与纸质阅读实验效果的对比分析[J].情报资料工作, 2015(6):92-96.(XU J Y, ZHANG K H, ZHANG Y. Comparative analysis of mobile reading and paper reading experimental effect[J]. Information and documentation services, 2015(6):92-96.)
[9] 马捷,张光媛,蒲泓宇.手机与纸媒条件下的数字原住民阅读效果实验——以新闻和小说为例[J].图书馆论坛, 2019, 39(9):108-117.(MA J, ZHANG G Y, PU H Y. An experimental study on digital aboriginals'reading effect under the conditions of mobile phone and paper media:——taking news and novels for example[J]. Library tribune, 2019, 39(9):108-117.)
[10] ROGOWSKY B A, CALHOUN B M, TALLAL P. Does modality matter?The effects of reading, listening, and dual modality on comprehension[J]. Sage open, 2016, 6(3):1-9
[11] VIRGINIA L C. Listening ears or reading eyes:a meta-analysis of reading and listening comprehension comparisons[J]. Review of educational research, 2022, 92(4):543-582.
[12] DENNING A, PEWONKA B, GRUNSPAN D, et al. Digital textbooks:the effects of input modality and distraction on student learning at a Hispanic-serving institution[J]. Scholarship of teaching and learning in psychology, 2018, 4(3):127-139.
[13] GANSCHOW L, WEBER D B. Effects of mode of presentation on comprehension of below average, average, and above average readers[J]. Perceptual and motor skills, 1987, 64(3):899-905.
[14] KINTSCH W, KOZMINSKY E. Summarizing stories after reading and listening[J]. Journal of educational psychology, 1977, 69(5):491-499.
[15] WOLFSON G. Using audiobooks to meet the needs of adolescent readers[J]. American secondary education, 2008, 2(36):105-114.
[16] 王笑语,华薇娜,柯青.听书还是看书?——信息媒体对低年级儿童阅读效果影响研究[J].图书馆建设, 2019(6):117-127.(WANG X Y, HUA W N, KE Q. Audiobooks or reading?——Study on the influence of information media on schoolchildren's reading effect[J]. Library development, 2019(6):117-127.)
[17] 王长潇,卢秋竹.听书抑或看书?——具身认知理论视角下媒介对阅读效果的影响[J].编辑之友, 2021(4):61-66.(WANG C X, LU Q Z. Listening or reading?The influence of media on reading effect from the perspective of embodied cognitive theory[J]. Editorial friend, 2021(4):61-66.)
[18] 王嵩,孙兮文.视觉和听觉记忆功能的MRI研究[J].医学影像学杂志, 2004(5):341-343.(WANG S, SUN X W. MRI study of visual and auditory memory[J]. Journal of medical imaging, 2004(5):341-343.)
[19] 张司邈.视觉记忆与听觉记忆的比较探究[J].考试周刊, 2015(4):83-84.(ZHANG S M. Comparative exploration of visual memory and auditory memory[J]. Examination weekly, 2015(4):83-84.)
[20] SANNOMIYA M. The effect of presentation modality on text memory as a function of difficulty level[J]. The Japanese journal of psychonomic science, 1982, 1(2):85-90.
[21] 关忠文.青年心理学[M].王永丽,周浙平,译.哈尔滨:黑龙江人民出版社, 1982.(GUAN Z W. Youth psychology[M]. WANG Y P, ZHOU Z P, trans. Harbin:Heilongjiang People's Publishing House, 1982.)
[22] 张必隐.阅读心理学[M].北京:北京师范大学出版社, 1992.(ZHANG B Y, Reading psychology[M]. Beijing:Beijing Normal University Press, 1992.)
[23] 梁昌豪,张鹏翼.学习材料知识表示形式对数字阅读效果的影响研究[J].图书情报工作, 2022, 66(8):13-20.(LIANG C H, ZHANG P Y. Research on the effect of knowledge representation forms of learning materials on digital reading[J]. Library and information service, 2022, 66(8):13-20.)
[24] 高子惠,焦雨,王曦,等.电子绘本文字的动静态呈现方式对幼儿阅读体验和学习效果的影响[J].心理发展与教育, 2023(6):817-824.(GAO Z H, JIAO Y, WANG X, et al. The influence of dynamic and static text presentation mode of electronic picture books on children's reading experience and learning effect[J]. Psychological development and education, 2023(6):817-824.)
[25] 郭恋.手机移动阅读效果影响因素的实验研究[D].金华:浙江师范大学, 2012.(GUO L. Experimental study on the influence factors of mobile phone reading[D]. Jinhua:Zhejiang Normal University, 2012.)
[26] 姜丽红.电脑屏幕与纸面呈现载体对大学生阅读效果的影响研究[D].苏州:苏州大学, 2008.(JIANG L H. Research on the effect between computer screen and paper surface among university students[D]. Suzhou:Soochow University, 2008.)
[27] 祁卓麟,白君礼,杜香莉.当代大学生阅读效果及其影响因素研究[J].知识管理论坛, 2015(3):7-13.(QI Z L, BAI J L, DU X L. Research on the reading effect and its influencing factors of contemporary college students[J]. Knowledge management forum, 2015(3):7-13.)
[28] 柴阳丽.高校学生新媒体阅读现状、影响因素及改善途径——基于五所高校学生数字化阅读调查[J].开放教育研究, 2016, 22(2):59-66.(CHAI Y L. Research on college students'new media reading status, influencing factors, and methods for improvement:survey of 5 universities on current situation and demand of university students'digital reading[J]. Open education research, 2016, 22(2):59-66.)
[29] 于鸣镝.阅读效果研究[J].图书与情报, 2005(4):17-20.(YU M D. Research on reading effect[J]. Library and information, 2005(4):17-20.)
[30] HUANG Y M, LIANG T H, CHIU C H. Gender differences in the reading of e-books:investigating children's attitudes, reading behaviors and outcomes[J]. Educational technology & society, 2013, 16(4):97-110.
[31] 王红娟,卜娟娟.信息化学习环境下电子书阅读的性别差异探究[J].软件导刊(教育技术), 2013, 12(12):78-80.(WANG H J, BU J J. Gender differences in e-book reading in information learning environment[J]. Software guide (educational technology), 2013, 12(12):78-80.)
[32] 张喜艳,程康明,郭晓桃,等.纸质阅读效果优于数字阅读吗?——基于48项国内外研究的元分析[J].情报科学, 2021, 39(6):55-61, 91.(ZHANG X Y, CHENG K M, GUO X T, et al. Is paper reading better than digital reading?——a metaanalysis based on 48 domestic and foreign studies[J]. Information science, 2021, 39(6):55-61, 91.)
[33] 姜泽玮.内容、形态、场景与满足:移动新媒体有声书的用户使用研究——以移动应用"微信读书"与"微信听书"为中心[J].出版科学, 2021, 29(5):31-40.(JIANG Z W. Content, form, scene and satisfaction:a user use study of mobile new media audio books:taking "WeChat reading" and "WeChat listening" as the center[J]. Publishing journal, 2021, 29(5):31-40.)
[34] 方瑜雯,沈宇娟,刘少英.微信阅读与纸质阅读的阅读效果比较——客观指标与主观感受的证据[J].图书馆杂志, 2021, 40(5):36-43(FANG Y W, SHEN Y J, LIU S Y. Comparison of reading experience on WeChat and printed books:evidence from subjective evaluations and objective indicators[J]. Library journal, 2021, 40(5):36-43)
[35] 朱滢,周爱宝.字词视觉频率与听觉频率的差异和记忆的视优效应[J].应用心理学, 1992(3):38-41.(ZHU Y, ZHOU A B. The difference between visual frequency and auditory frequency of words and the visual superiority effect of memory[J]. Chinese journal of applied psychology, 1992(3):38-41.)
[36] 劳动观察."听书"和"看书"相比,哪个更深刻,能相互替代吗[EB/OL].[2023-10-23]. https://www.51ldb.com/shsldb/jiaoy/content/018367d63ccfc0010000df844d7e124a.htm.(Labor observation. Compared with "listening to books" and "reading books", which is more profound and can they replace each other[EB/OL].[2023-10-23]. https://www.51ldb.com/shsldb/jiaoy/content/018367d63ccfc0010000df844d7e124a.htm.)
[37] 白雪,曾元祥.电子书用户阅读体验偏好实证研究[J].数字图书馆论坛, 2016(3):54-59.(BAI X, ZENG Y X. Empirical research on e-books users'preference of reading experience[J]. Digital library forum, 2016(3):54-59.)
[38] 尹章池,徐景熙.高校学生有声阅读行为特征及其有声阅读推广策略研究——基于SPSS统计数据分析[J].传播与版权, 2023(3):43-46.(YIN Z C, XU J X. Research on the behavioral characteristics of audio reading of college students and its promotion strategy of audio reading——based on SPSS statistical data analysis[J]. Communication and copyright, 2023(3):43-46.)
[39] LEHMANN J, SEUFERT T. The interaction between text modality and the learner's modality preference influences comprehension and cognitive load[J]. Frontiers in psychology, 2020, 10:1-11.
[40] 孙易新.思维导图法应用宝典[M].杭州:浙江人民出版社, 2020.(SUN Y X. Mind mapping application manual[M]. Hangzhou:Zhejiang People's Publishing House, 2020.)
[41] JESTER R E, TRAVERS R M W. Comprehension of connected meaningful discourse as a function of rate and mode of presentation[J]. The journal of educational research, 1966, 59(7):297-302.
[42] 谈苹.浅谈阅读跨越——"听书":读者阅读的新选择[J].图书馆界, 2011(2):55-56, 71.(TAN P. Reading leapfrogging——"listening to books":a new choice for readers[J]. Library world, 2011(2):55-56, 71.)
[43] 王琦,陈文勇.高校图书馆移动阅读服务利用率的影响因素与应对策略[J].图书馆学研究, 2014(18):59-63, 43.(WANG Q, CHEN W Y. Impact factors and promotion strategies of university library mobile reading service utilization rate[J]. Research on library science, 2014(18):59-63, 43.)
