Is comprehension the same whether a person reads a text onscreen or on paper? And are listening to and viewing content as effective as reading the written word when covering the same material? The answers to both questions are often “no.” The reasons relate to a variety of factors, including reduced concentration, an entertainment mindset and a tendency to multitask while consuming digital content.
在屏幕上和在纸上阅读文字，理解力一样吗？当涉及相同的材料时，听和浏览内容是否与阅读书面内容一样有效？这两个问题的答案通常都是“否”。原因与多种因素有关，包括注意力不集中、娱乐心态以及在消费数字内容时多任务处理的倾向。
When reading texts of several hundred words or more, learning is generally more successful when it’s on paper than onscreen. A large amount of research confirms this finding. The benefits of print reading particularly shine through when experimenters move from posing simple tasks – like identifying the main idea in a reading passage – to ones that require mental abstraction – such as drawing inferences from a text.
当阅读几百字或内容更多的文本时，在纸上学习通常比在屏幕上学习更成功。大量研究证实了这一发现。当实验者从提出简单的任务（如识别阅读文章中的大意）转向需要心理抽象的任务（例如从文本中进行推理）时，印刷品阅读的好处尤其明显。
The differences between print and digital reading results are partly related to paper’s physical properties. With paper, there is a literal laying on of hands, along with the visual geography of distinct pages. People often link their memory of what they’ve read to how far into the book it was or where it was on the page.
印刷品和数字阅读结果之间的差异在一定程度上与纸张的物理特性有关。在纸上，有一个字面意义上的手，以及不同页面的视觉地理。人们经常将他们对所读内容的记忆与书的深度或页面上的位置联系起来。
But equally important is the mental aspect. Reading researchers have proposed a theory called “shallowing hypothesis.” According to this theory, people approach digital texts with a mindset suited to social media, which are often not so serious, and devote less mental effort than when they are reading print.
但同样重要的是心理方面。阅读研究人员提出了一种名为“肤浅假说”的理论。根据这一理论，人们以一种适合社交媒体的心态来处理数字文本，而社交媒体通常并不那么严肃，而且与阅读印刷品相比，他们投入的心力更少。
Audio and video can feel more engaging than text, and so university teachers increasingly turn to these technologies – say, assigning an online talk instead of an article by the same person. However, psychologists have demonstrated that when adults read news stories, they remember more of the content than if they listen to or view identical pieces.
音频和视频比文本更有吸引力，因此大学教师越来越多地转向这些技术——比如，分配一个在线演讲，而不是同一个人的文章。然而，心理学家已经证明，当成年人阅读新闻故事时，他们会比听或浏览相同的文章记住更多的内容。
Digital texts, audio and video all have educational roles, especially when providing resources not available in print. However, for maximizing learning where mental focus and reflection are called for, educators shouldn’t assume all media are the same, even when they contain identical words.
数字文本、音频和视频都具有教育作用，尤其是在提供印刷品中没有的资源时。然而，为了最大限度地提高需要集中注意力和反思的学习效果，教育工作者不应该假设所有媒体都是一样的，即使它们包含相同的单词。
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