中文阅读中词汇视觉编码的年龄特征:来自眼动研究的证据  

Analysis of Age Characteristics on Visual Coding in Chinese Reading:Evidence from Eye Movements

作　　者：刘志方[1] 翁世华[1,2] 张锋[1] 

机构地区：[1]宁波大学心理学系暨研究所,宁波315211 [2]安徽创世纪科技有限公司,合肥230088

出　　处：《心理发展与教育》2014年第4期411-419,共9页Psychological Development and Education

基　　金：宁波大学人文社会科学培育项目研究成果

摘　　要：研究以小学三年级、小学五年级、大学生和老年读者为对象,采用消失文本范式,通过操作注视词消失的延迟时间,考察了不同年龄阶段读者对注视词进行视觉编码的过程。结果发现:(1)注视词延迟消失严重影响小学三年级和老年人的总阅读时间,但对小学五年级和大学生读者总阅读时间的影响不显著;(2)注视词消失不影响小学五年级、大学生和老年读者基于词的平均凝视时间,但影响小学三年级读者的平均凝视时间;(3)所有消失条件都不影响大学生被试的基于词的回视次数,但严重影响小学三年级、小学五年级和老年读者的回视次数。这些结果表明,中文阅读过程中,对注视词的视觉编码能力在小学五年级阶段已趋于成熟,但进入老年阶段出现老化;视觉编码的保持在儿童词汇识别的中后期加工阶段中仍起到一定作用。A disappearing text experiment was conducted to examine how disappearing text influence on readers＇ visual coding on fixated word in Chinese reading. We manipulate the delay time in the disappearing text conditions. Third Grade children, fifth Grade children, young adults, and aged persons participated the experiment. The results were as following： （ 1 ） for sentence total reading time, the disappearing text manipulations had no effect on fifth Grade children and young adults, but interrupted third Grade children and old persons＇ reading seriously; （2） disappearing text manipulations did not prolong gaze duration in first pass reading on word for fifth Grade children, young adults, and aged persons, but influenced third Grade children＇ s gaze duration on word interesting area; （3） third, fifth Grade children and aged persons made more regressions in disappearing text manipulations than in the control. The results indicated that ability of visual coding in reading was mature in fifth Grade, and this ability was also aging, and that the production of visual coding was still important to the latter word procession for children.

关 键 词：中文阅读 消失文本 视觉编码 眼动 

分 类 号：G442[哲学宗教—心理学]