本文選題：消失文本 + 范式眼動(dòng)控制��； 參考：《天津師范大學(xué)》2015年博士論文

【摘要】：在閱讀活動(dòng)中,眼睛的運(yùn)動(dòng)與文字的即時(shí)加工密切相關(guān),讀者通過(guò)對(duì)文本的注視(約200～250ms)獲取閱讀所必須的信息。文本信息的獲取是詞匯識(shí)別的開(kāi)始,是通往語(yǔ)言高水平加工的基本途徑,是讀者視覺(jué)系統(tǒng)和認(rèn)知加工系統(tǒng)相互作用的重要過(guò)程,因此讀者能否快速有效地獲取文本信息是一項(xiàng)非常重要且基本的閱讀技能。雖然已有大量研究在拼音文字閱讀中對(duì)信息獲取時(shí)間特性進(jìn)行考察,但在中文閱讀中讀者如何獲取不同注視位置信息的問(wèn)題研究還較少。本研究旨在考察讀者在一次注視中獲取有效視野內(nèi)不同區(qū)域文本信息的時(shí)間問(wèn)題以及其發(fā)展特點(diǎn),此外,從信息獲取時(shí)間角度為閱讀眼動(dòng)控制模型中詞匯識(shí)別的序列和并列加工之爭(zhēng)提供實(shí)驗(yàn)證據(jù)。研究具體采用消失文本范式及其變式,操作中央凹詞n,副中央凹詞n+l和詞n-1的呈現(xiàn)時(shí)間,考察不同呈現(xiàn)時(shí)間對(duì)閱讀整體加工和詞匯識(shí)別的影響。 研究一探討讀者獲取中央凹注視詞(詞n)文本信息的時(shí)間。實(shí)驗(yàn)1操作詞n在注視早期的呈現(xiàn)時(shí)間,分別為20ms,40ms,60ms,80ms和控制條件。結(jié)果顯示,當(dāng)注視詞呈現(xiàn)40ms及以上時(shí),總閱讀效率不受影響；同時(shí)目標(biāo)詞的詞頻效也表明,即使在非常短暫的文本呈現(xiàn)條件下(20ms)詞匯加工仍能正常進(jìn)行�？傮w表明,在中文閱讀中,注視詞只需要呈現(xiàn)非常短暫的時(shí)間(考慮儀器刷新的延遲時(shí)間之后約40ms-50ms),讀者便能進(jìn)行正常的詞匯識(shí)別和閱讀加工。實(shí)驗(yàn)2通過(guò)增加文本呈現(xiàn)的時(shí)間(分別設(shè)置為,80ms,110ms,140ms,170ms,200ms以及正常文本),驗(yàn)證實(shí)驗(yàn)1中消失文本條件下回次輕微增加的原因。結(jié)果顯示：從80ms條件開(kāi)始回視不再增加,支持回視增加是由于高水平語(yǔ)言加工需要更長(zhǎng)文本呈現(xiàn)時(shí)間所致,而非消失操作本身所造成的低水平變化。實(shí)驗(yàn)3驗(yàn)證實(shí)驗(yàn)1所得效應(yīng)是否得益于雙字詞構(gòu)成的規(guī)則材料。實(shí)驗(yàn)采用與實(shí)驗(yàn)1相同的100句雙字詞實(shí)驗(yàn)句,但將其與300句(100句特殊填充句和200句普通填充句)由不同長(zhǎng)度詞構(gòu)成的填充句混合并隨機(jī)呈現(xiàn)。得到與實(shí)驗(yàn)1相同的結(jié)果,由此否定雙字詞的促進(jìn)作用。 研究二探討讀者獲取副中央凹文本(n-1和詞n+1)信息的時(shí)間。實(shí)驗(yàn)4操作詞n+l的呈現(xiàn)時(shí)間(同實(shí)驗(yàn)1中時(shí)間設(shè)置),結(jié)果顯示：詞n+l在40ms及以上條件消失對(duì)總閱讀效率地影響非常�。煌瑯拥�,雖然消失文本條件下詞頻效應(yīng)量稍有增加,但整體詞匯加工受到影響也非常小(包括20ms條件)；此外跳讀率上的詞頻效應(yīng)表明中文讀者能夠獲取足夠副中央凹信息進(jìn)行眼跳計(jì)劃和詞匯加工。以上結(jié)果表明讀者在當(dāng)前注視的很早期(20ms或者更短時(shí)間)已經(jīng)獲取到詞n+l的信息,即使這些信息還不十分充分。實(shí)驗(yàn)5采用相同的設(shè)置操作詞n-1在注視早期的呈現(xiàn)時(shí)間,結(jié)果顯示所有消失文本條件下總閱讀效率都受到干擾,但所得到的正常詞頻效應(yīng)表明詞n-1消失不影響詞匯的識(shí)別。表明讀者對(duì)詞n-1的視覺(jué)信息呈現(xiàn)時(shí)間的需要與詞n+l不同,可能需要80ms以上甚至注視全過(guò)程。在此基礎(chǔ)上,實(shí)驗(yàn)6在更加極端的消失文本條件下同時(shí)操作消失位置(詞n-1和n+1)和消失時(shí)間(0ms和40ms),進(jìn)一步考察注視兩側(cè)詞的信息獲取時(shí)程差異。結(jié)果顯示,右側(cè)詞n+l呈現(xiàn)0ms對(duì)總閱讀效率造成最大的破壞,且詞n+l在0ms和40ms條件間差異顯著,而詞n-1在兩種呈現(xiàn)時(shí)間上受到同等程度干擾；詞頻效應(yīng)結(jié)果顯示,右側(cè)詞在0ms與40ms條件下的詞頻效應(yīng)量之差顯著大于左側(cè)消失條件下二者之差。上述結(jié)果共同表明,讀者獲取注視左右兩側(cè)詞的信息時(shí)程不同,表現(xiàn)為右側(cè)詞n+l在注視早期40ms對(duì)閱讀非常重要,支持實(shí)驗(yàn)4的結(jié)果——在注視詞n的非常早期能夠開(kāi)始獲取詞n+l的信息；而左側(cè)詞的重要性卻未表現(xiàn)在注視早期,具體對(duì)其信息的獲取可能發(fā)生在注視的相對(duì)晚期階段。 研究三考察注視詞信息獲取時(shí)間的發(fā)展特點(diǎn)。比較兒童(10-11歲)和成人(18-21歲)閱讀中央凹詞消失的文本時(shí)的眼動(dòng)行為(實(shí)驗(yàn)7：20ms,40ms,60ms,80ms和控制；實(shí)驗(yàn)8：20ms,60ms,100ms,140ms和控制)。兩項(xiàng)實(shí)驗(yàn)結(jié)果均顯示,在40ms及更長(zhǎng)的文本呈現(xiàn)條件下,兒童與成人的閱讀理解率和總閱讀時(shí)間均未受顯著地影響。然而,兒童受到消失文本操作更大的影響,表現(xiàn)為：兒童比成人采用更多回視進(jìn)行信息的再次提取、再注視概率也較成人減少更多；同時(shí)當(dāng)文本呈現(xiàn)時(shí)間不足時(shí)(20ms),兒童需要增加更多的總閱讀時(shí)間來(lái)完成閱讀活動(dòng),總體表明閱讀機(jī)能較低的兒童比成人需要更長(zhǎng)的時(shí)間來(lái)獲取充足的文本信息。 綜上所述,(1)中央凹注視詞只需呈現(xiàn)非常短暫的時(shí)間(約50ms),讀者便能進(jìn)行正常的詞匯識(shí)別和閱讀加工,與拼音文字閱讀結(jié)果一致。(2)右側(cè)副中央凹詞n+1的信息獲取發(fā)生在注視詞n的早期(少于50ms)階段,且在該時(shí)間段內(nèi)能夠獲取到保證正常閱讀和詞匯加工的絕大部分或者全部的信息。該結(jié)果與拼音文字閱讀中相對(duì)晚期獲取的研究結(jié)果不一致。(3)讀者在注視早期短暫的時(shí)間內(nèi)能夠同時(shí)獲取中央凹注視詞n和副中央凹詞n+1的信息,表現(xiàn)出中文閱讀中視覺(jué)和詞匯加工系統(tǒng)的高效性。同時(shí)結(jié)果在一定程度上更支持并行加工的眼動(dòng)控制模型。(4)左側(cè)副中央凹詞n-1的信息對(duì)閱讀加工同樣重要,但不同于詞n+1,詞n-1的信息獲取并沒(méi)有發(fā)生在注視早期80ms內(nèi),而很可能出現(xiàn)在當(dāng)前注視的相對(duì)晚期階段。(5)文本信息的獲取存在一個(gè)發(fā)展過(guò)程,10-11歲兒童比成人讀者需要更長(zhǎng)的文本呈現(xiàn)時(shí)間才能獲取到滿(mǎn)足正常閱讀的信息。
[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.
【學(xué)位授予單位】：天津師范大學(xué)
【學(xué)位級(jí)別】：博士
【學(xué)位授予年份】：2015
【分類(lèi)號(hào)】：B842

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