中文阅读中的中央凹和副中央凹信息获取时间研究

发布时间：2018-06-06 11:46

本文选题：消失文本 + 范式眼动控制　；参考：《天津师范大学》2015年博士论文

【摘要】：在阅读活动中,眼睛的运动与文字的即时加工密切相关,读者通过对文本的注视(约200～250ms)获取阅读所必须的信息。文本信息的获取是词汇识别的开始,是通往语言高水平加工的基本途径,是读者视觉系统和认知加工系统相互作用的重要过程,因此读者能否快速有效地获取文本信息是一项非常重要且基本的阅读技能。虽然已有大量研究在拼音文字阅读中对信息获取时间特性进行考察,但在中文阅读中读者如何获取不同注视位置信息的问题研究还较少。本研究旨在考察读者在一次注视中获取有效视野内不同区域文本信息的时间问题以及其发展特点,此外,从信息获取时间角度为阅读眼动控制模型中词汇识别的序列和并列加工之争提供实验证据。研究具体采用消失文本范式及其变式,操作中央凹词n,副中央凹词n+l和词n-1的呈现时间,考察不同呈现时间对阅读整体加工和词汇识别的影响。研究一探讨读者获取中央凹注视词(词n)文本信息的时间。实验1操作词n在注视早期的呈现时间,分别为20ms,40ms,60ms,80ms和控制条件。结果显示,当注视词呈现40ms及以上时,总阅读效率不受影响；同时目标词的词频效也表明,即使在非常短暂的文本呈现条件下(20ms)词汇加工仍能正常进行。总体表明,在中文阅读中,注视词只需要呈现非常短暂的时间(考虑仪器刷新的延迟时间之后约40ms-50ms),读者便能进行正常的词汇识别和阅读加工。实验2通过增加文本呈现的时间(分别设置为,80ms,110ms,140ms,170ms,200ms以及正常文本),验证实验1中消失文本条件下回次轻微增加的原因。结果显示：从80ms条件开始回视不再增加,支持回视增加是由于高水平语言加工需要更长文本呈现时间所致,而非消失操作本身所造成的低水平变化。实验3验证实验1所得效应是否得益于双字词构成的规则材料。实验采用与实验1相同的100句双字词实验句,但将其与300句(100句特殊填充句和200句普通填充句)由不同长度词构成的填充句混合并随机呈现。得到与实验1相同的结果,由此否定双字词的促进作用。研究二探讨读者获取副中央凹文本(n-1和词n+1)信息的时间。实验4操作词n+l的呈现时间(同实验1中时间设置),结果显示：词n+l在40ms及以上条件消失对总阅读效率地影响非常小；同样地,虽然消失文本条件下词频效应量稍有增加,但整体词汇加工受到影响也非常小(包括20ms条件)；此外跳读率上的词频效应表明中文读者能够获取足够副中央凹信息进行眼跳计划和词汇加工。以上结果表明读者在当前注视的很早期(20ms或者更短时间)已经获取到词n+l的信息,即使这些信息还不十分充分。实验5采用相同的设置操作词n-1在注视早期的呈现时间,结果显示所有消失文本条件下总阅读效率都受到干扰,但所得到的正常词频效应表明词n-1消失不影响词汇的识别。表明读者对词n-1的视觉信息呈现时间的需要与词n+l不同,可能需要80ms以上甚至注视全过程。在此基础上,实验6在更加极端的消失文本条件下同时操作消失位置(词n-1和n+1)和消失时间(0ms和40ms),进一步考察注视两侧词的信息获取时程差异。结果显示,右侧词n+l呈现0ms对总阅读效率造成最大的破坏,且词n+l在0ms和40ms条件间差异显著,而词n-1在两种呈现时间上受到同等程度干扰；词频效应结果显示,右侧词在0ms与40ms条件下的词频效应量之差显著大于左侧消失条件下二者之差。上述结果共同表明,读者获取注视左右两侧词的信息时程不同,表现为右侧词n+l在注视早期40ms对阅读非常重要,支持实验4的结果——在注视词n的非常早期能够开始获取词n+l的信息；而左侧词的重要性却未表现在注视早期,具体对其信息的获取可能发生在注视的相对晚期阶段。研究三考察注视词信息获取时间的发展特点。比较儿童(10-11岁)和成人(18-21岁)阅读中央凹词消失的文本时的眼动行为(实验7：20ms,40ms,60ms,80ms和控制；实验8：20ms,60ms,100ms,140ms和控制)。两项实验结果均显示,在40ms及更长的文本呈现条件下,儿童与成人的阅读理解率和总阅读时间均未受显著地影响。然而,儿童受到消失文本操作更大的影响,表现为：儿童比成人采用更多回视进行信息的再次提取、再注视概率也较成人减少更多；同时当文本呈现时间不足时(20ms),儿童需要增加更多的总阅读时间来完成阅读活动,总体表明阅读机能较低的儿童比成人需要更长的时间来获取充足的文本信息。综上所述,(1)中央凹注视词只需呈现非常短暂的时间(约50ms),读者便能进行正常的词汇识别和阅读加工,与拼音文字阅读结果一致。(2)右侧副中央凹词n+1的信息获取发生在注视词n的早期(少于50ms)阶段,且在该时间段内能够获取到保证正常阅读和词汇加工的绝大部分或者全部的信息。该结果与拼音文字阅读中相对晚期获取的研究结果不一致。(3)读者在注视早期短暂的时间内能够同时获取中央凹注视词n和副中央凹词n+1的信息,表现出中文阅读中视觉和词汇加工系统的高效性。同时结果在一定程度上更支持并行加工的眼动控制模型。(4)左侧副中央凹词n-1的信息对阅读加工同样重要,但不同于词n+1,词n-1的信息获取并没有发生在注视早期80ms内,而很可能出现在当前注视的相对晚期阶段。(5)文本信息的获取存在一个发展过程,10-11岁儿童比成人读者需要更长的文本呈现时间才能获取到满足正常阅读的信息。
[Abstract]:In the reading activities, the movement of the eye is closely related to the instant processing of the text. The reader gets the information necessary to read through the gaze of the text (about 200 to 250ms). The acquisition of the text information is the beginning of the vocabulary recognition, the basic way to the high-level language processing, and the interaction of the reader's visual system and the cognitive processing system. It is a very important and basic reading skill for readers to obtain text information quickly and effectively. Although a lot of research has been done on the time characteristics of information acquisition in phonetic writing reading, there are few studies on how to obtain different gaze information in Chinese reading. The time and development characteristics of the text information of different regions in the effective field of vision are investigated by the reader in one gaze. In addition, from the angle of information acquisition time, the experimental evidence is provided for the sequence of vocabulary recognition and the struggle for parallel processing in the reading eye movement control model. The effects of different presentation times on reading holistic processing and word recognition were investigated in terms of presentation time of N, n+l and n-1.
A study was made to explore the time for readers to obtain the text information of the central concave fixated word (word n). Experiment 1 operating word n in the early viewing time, respectively, 20ms, 40ms, 60ms, 80ms and control conditions. The results show that the total reading efficiency is not affected when the fixer presents 40ms and above, and the word frequency effect of the target word also shows that even in very short time, the word frequency effect of the target word also indicates that the word frequency of the target word is also very short. Under the temporary text presentation (20ms), vocabulary processing is still normal. In general, it is shown that in Chinese reading, the fixer only needs to present a very short time (about 40ms-50ms after the delay time of the instrument refresh), and the reader can perform normal vocabulary recognition and reading processing. Experiment 2 increases the time of text presentation (respectively). Set up as 80ms, 110ms, 140ms, 170ms, 200ms, and normal text), verify the reason for a slight increase in the returned text under the disappearing text condition in Experiment 1. The result shows that the back view from the 80ms condition is no longer increased, and the support for the back vision is due to the higher level of language processing that requires more long text presentation time, not the disappearance of the operation itself. Experiment 3 verified whether the effect of Experiment 1 benefited from the regular material made up of two words. The experiment adopted the same 100 sentence double word experimental sentence as the experiment 1, but mixed it with the 300 sentence (100 sentence special filled sentence and 200 sentence ordinary filled sentence) mixed and presented randomly. It was the same as that of Experiment 1. As a result, it negates the promotion of double words.
Study two explores the time for readers to obtain the information of the vice central concave text (n-1 and word n+1). Experiment 4 operating word n+l (same time set in Experiment 1). The result shows that the effect of word n+l on 40ms and above conditions is very small on total reading efficiency; similarly, although the word frequency effect is slightly increased under the disappearing text condition, the whole word frequency effect is slightly increased, but the whole The effect of vocabulary processing is also very small (including 20ms conditions); in addition, the word frequency effect on the reading rate indicates that Chinese readers can obtain adequate secondary concave information for saccade and lexical processing. The above results indicate that the reader has acquired the information of the word n+l at a very early stage (20ms or more short time), even if these letters are available. In Experiment 5, the same setting operation word n-1 was used to look at the early presentation time, and the results showed that the total reading efficiency under all disappearing text was disturbed, but the normal word frequency effect showed that the disappearance of word n-1 did not affect the recognition of vocabulary. The word n+l is different, may require more than 80ms or even the whole process. On this basis, experiment 6 operates the disappearing position (word n-1 and n+1) and disappearance time (0ms and 40ms) under the more extreme disappearing text condition, and further investigates the difference of information acquisition time difference between the two words. The result shows that the right word n+l presents 0ms to the total reading efficiency. The difference of the word n+l between the 0ms and the 40ms conditions is significant, and the word n-1 is interfered with the same degree in the two presentation time. The word frequency effect shows that the difference of the word frequency effect of the right word in 0ms and 40ms is significantly greater than the difference between the two in the left disappearance condition. The information time history of the two words is different, showing that the right word n+l is very important for reading in the early stage of fixation, which supports the result of Experiment 4, which can begin to obtain the information of the word n+l at the very early stage of the gaze word n, while the importance of the left word is not shown early in the gaze, and the acquisition of its information may occur relatively late in the gaze. Phase of the period.
Study three investigate the development characteristics of the time for obtaining information from the fixated words. Compare the eye movements of children (10-11 years old) and adult (18-21 years old) reading the disappearing text of the concave words (Experiment 7:20ms, 40ms, 60ms, 80ms and control; experiment 8:20ms, 60ms, 100ms, 140ms and control). The results of two experiments show the conditions for the presentation of the text in 40ms and longer. Children and adults have no significant influence on reading comprehension and total reading time. However, children are more affected by the disappearing text manipulation, showing that children use more back vision than adults to re extract information, and the probability of re fixation is less than that of adults; at the same time, when text presentation is insufficient (20ms), children More reading time is needed to complete the reading activities, and the overall results show that children with lower readings need more time than adults to get sufficient text information.
To sum up, (1) the central concave gaze word only needs to present a very short time (about 50ms), and the reader can perform normal vocabulary recognition and reading processing, which is consistent with the results of the phonetic alphabet reading. (2) the information acquisition of the right side concavity word n+1 occurs at the early stage of the gaze word n (less than 50ms), and can be guaranteed in this period. Most or all of the information of normal reading and vocabulary processing. The results are not consistent with the results obtained in the relatively late period of phonetic alphabet reading. (3) the readers can obtain the information of the central concave fixated word n and the vice central concave word n+1 at the same time in the short time of fixation, showing the visual and lexical processing department in Chinese reading. The results also support the eye movement control model of parallel processing to a certain extent. (4) the information of the left side central concave word n-1 is equally important to the reading processing, but different from the word n+1, the information acquisition of the word n-1 does not occur in the early gaze of the 80ms, but it is likely to appear in the relative late stage of the current gaze. (5) text letter There is a development process of obtaining information. Children aged 10-11 years need longer text presentation time than adult readers to get information that satisfies normal reading.
【学位授予单位】：天津师范大学
【学位级别】：博士
【学位授予年份】：2015
【分类号】：B842

【参考文献】