聋生阅读中加工空间歧义词的眼动特征研究  

A Study on the Eye Movement Characteristics of Deaf Students in Processing Spatially Ambiguous Words in Reading

作　　者：龚炜 娄龙霞 柴林 陈朝阳[1] 刘志方 GONG Wei;LOU Longxia;CHAI Lin;CHEN Chaoyang;LIU Zhifang(Department of Psychology,Ningbo University,Ningbo,Zhejiang 315211;Shaoguan Secondary Vocational Technical School,Shaoguan,Guangdong 512023;Department of Psychology,Hangzhou Normal University,Hangzhou 311121;Ningbo Special Education Center School,Ningbo,Zhejiang 315029)

机构地区：[1]宁波大学心理学系,浙江宁波315211 [2]韶关市中等职业技术学校,广东韶关512023 [3]杭州师范大学心理学系,杭州311121 [4]宁波市特殊教育中心学校,浙江宁波315029

出　　处：《现代特殊教育》2024年第20期30-38,共9页Modern Special Education

基　　金：2019年全国教育科学规划课题“聋生阅读中词汇识别过程特点:眼动与脑电的证据”(BBA190023);2020年浙江省教育厅课题“阅读中聋生加工模糊词汇时的抑制功能特点:眼动证据”(Y202045609);2023年浙江省哲学社会科学规划一般项目“脑科学视角下阅读语境促进中文词汇识别的加工机制研究”(23NDJC269YB)研究成果。

摘　　要：通过操控句子特定区域内文字的空间歧义类型和歧义词频,追踪聋生和健听学生阅读这些句子时的眼动轨迹,探讨聋生在中文阅读语境中解决空间歧义词汇的认知特点。空间歧义区内结果显示:健听学生阅读有歧义词汇的时间(包括总注视时间和凝视时间)长于前词、后词一致条件;聋生的阅读时间不受空间歧义词影响。健听学生回视高频歧义词空间的概率高于回视低频歧义词空间,聋生未出现这种效应。在后置目标词汇区结果探讨前置歧义空间类型影响的持续效果,发现空间歧义词不影响目标词汇区的注视时间,聋生词频效应小于健听学生。由此得出结论:聋生解决空间歧义词的认知机制与健听学生有所差异。因此,语文教学中应重点关注提高聋生词汇表征的丰富度和词汇识别的效率,充分利用语境信息辅助其词汇学习。This research explores the cognitive characteristics of deaf students in resolving spatially ambiguous words in a Chinese reading context.The experiment manipulates the spatially ambiguous types and word frequencies of the text within specific regions of the sentences,tracking the eye movement trajectories of deaf students and hearing students as they read these sentences.The findings in the spatially ambiguous region are as follows:hearing students spend more time(including total fixation time and gaze time)in reading ambiguous words than in controlled sequences;the reading time of deaf students is not affected by spatially ambiguous words;hearing students are more likely to backtrack to the space of high-frequency ambiguous words than to the space of low-frequency ambiguous words,while deaf students do not show this effect;the results of post-target word region are studied to explore the lasting effect of the preceding spatially ambiguous type.It is found that spatially ambiguous words do not affect the fixation time in the target word region and the word frequency effect for deaf students is less than that for hearing students.Based on these findings,it is concluded that there are differences in the cognitive mechanisms between deaf students and hearing students in resolving spatially ambiguous words.Therefore,in Chinese language teaching,emphasis should be placed on enhancing the richness of lexical representations and the efficiency of word recognition for deaf students,while leveraging contextual information to assist their vocabulary learning.

关 键 词：聋生 空间歧义词 词频效应 中文阅读 眼动 

分 类 号：G442[哲学宗教—心理学]