The Impact of Cognitive Biases in College English Reading and Strategies for Their Dissolution from a Cognitive Perspective

Abstract

During the process of college English reading, learners are often influenced by cognitive biases, which not only affect their understanding of reading materials but may also hinder the improvement of their language abilities. Through information processing and schema restructuring, learners may form or adjust their reading biases. This study, from a cognitive perspective, explores the formation mechanisms of biases in college English reading, analyzes the impacts of these biases, and proposes biasdissolution strategies based on metacognitive strategies and cognitive conflict theory. It attempts to provide theoretical support for the research on bias adjustment mechanisms and the improvement of college English reading instruction.