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初中生有无插图课文的眼动过程研究 总被引:18,自引:3,他引:15
本研究使用美国应用科学实验室(ASL)生产的4200R型眼动仪,采用2×2的二因素混合设计,对30名初中二年级学生阅读有无插图且难易不同的课文的阅读理解指标和眼动指标进行考察,结果表明(1)初中生阅读有无插图课文的成绩、时间和速度等阅读理解指标,插图课文显著优于无图课文,插图对课文的阅读理解整合具有明显地促进作用;而且注视次数和回视次数等眼动指标插图课文亦显著优于无图课文.(2)初中生阅读易课文的成绩、时间和速度等阅读理解指标不仅显著优于难课文,而且注视次数、眼跳距离和回视次数等眼动指标易课文亦显著优于难课文. 相似文献
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中小学生阅读不同配图课文的眼动研究 总被引:1,自引:0,他引:1
使用ASL-4200R型眼动仪,采用3×2×2的三因素混合设计,对77名中小学生阅读不同配图课文进行了考察。结果表明:(1)中小学生阅读不同配图难度课文的阅读成绩、阅读时间等阅读理解指标,以及注视频率、注视点持续时间和眼跳距离等眼动指标具有明显的年龄特征;(2)中小学生阅读不同配图课文的阅读成绩、阅读时间和阅读速度等阅读理解指标,以及注视次数和回视次数等眼动指标具有显著差异,示意图组显著优于实景图组;(3)中小学生阅读不同难度课文的注视频率和回视次数对阅读过程有非常显著的影响,易课文显著优于难课文。 相似文献
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采用ASL—4200R型眼动仪,对28名小学五年级学生阅读图文课文的眼动过程进行考察,结果表明:(1)不同呈现方式课文的阅读成绩具有非常显著差异,图文课文化于文字课文;(2)不同呈现方式课文的注视次数、注视频率、眼跳距离和回视次数存在显著差异,图文课文显著少于或低于文字课文,而注视点持续时间则相反;(3)不同难度课文的眼动指标,文字课文只有注视次数一项眼动指标具有显著差异,而图文课文有注视频率和回视次数二项眼动指标具有显著差异。 相似文献
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用眼动追踪仪对第二语言为英语的20名视力正常大学生阅读不同文化语境与难度英语材料的眼动过程进行了记录。结果发现:1.不同文化语境与难度下大学生英语阅读的理解成绩、阅读速度与阅读效率是有差异的;2.阅读材料的文化语境对大学生英语阅读的眼动模式构成影响,分别影响学生的注视次数、眼跳距离和回视次数;3.英语阅读材料的难度也影响到学生阅读的眼动模式。 相似文献
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以黑白线条人物画为实验材料,采用Eyelinkll型眼动仪,对14名大学生观看攻击者、被攻击者以及中性人物图片的眼动指标进行分析.研究结果发现:(1)被试观看攻击者和被攻击者的平均瞳孔大小显著大于观看中性人物时的平均瞳孔大小;(2)被试注视攻击者的时间显著高于注视中性人物和被攻击者的时间;(3)被试对攻击者的凝视次数,显著高于对中性人物和被攻击者的凝视次数.本研究的结果表明,个体对攻击性材料具有自动化的偏好. 相似文献
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D. L. Peng L. N. Orchard J. A. Stern 《Integrative psychological & behavioral science》1983,18(2):94-102
Eye movements were recorded while competent readers of English and Chinese read in their respective languages. There were no important differences in oculometric patterns of fixation pause durations for Chinese and American readers, suggesting that cognitive aspects of reading are more important than perceptual ones in determining eye movement patterns and fixation pauses of competent readers. An analysis of undershoot saccades associated with return of the eyes from the end of one line to the beginning of the next line suggests that these occur more frequently during reading than during the performance of similar eye movements that are more perceptually determined, however, the amount of undershoot does not discriminate between readers of alphabetic and logographic texts. 相似文献
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When viewing a visual scene, eye movements are often language-mediated: people look at objects as those objects are named. Eye movements can even reflect predictive language processing, moving to an object before it is named. Children are also capable of making language-mediated eye movements, even predictive ones, and prediction may be involved in language learning. The present study explored whether eye movements are language-mediated in a more naturalistic task – shared storybook reading. Research has shown that children fixate illustrations during shared storybook reading, ignoring text. The present study used high-precision eye-tracking to replicate this finding. Further, prereader participants showed increased likelihood of fixating relevant storybook illustrations as words were read aloud, indicating that their eye movements were language mediated like the adult participants. Language-mediated eye movements to illustrations were reactive, not predictive, in both participant groups. 相似文献
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Christopher A. Kurby 《Cognitive Science》2016,40(2):466-480
When we read narrative texts such as novels and newspaper articles, we segment information presented in such texts into discrete events, with distinct boundaries between those events. But do our eyes reflect this event structure while reading? This study examines whether eye movements during the reading of discourse reveal how readers respond online to event structure. Participants read narrative passages as we monitored their eye movements. Several measures revealed that event structure predicted eye movements. In two experiments, we found that both early and overall reading times were longer for event boundaries. We also found that regressive saccades were more likely to land on event boundaries, but that readers were less likely to regress out of an event boundary. Experiment 2 also demonstrated that tracking event structure carries a working memory load. Eye movements provide a rich set of online data to test the cognitive reality of event segmentation during reading. 相似文献
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George W. McConkie David Zola Harry E. Blanchard Gary S. Wolverton 《Attention, perception & psychophysics》1982,32(3):271-281
As their eye movements were being monitored, college students read short texts displayed on a cathode-ray tube. As they read, the contents of certain word locations changed from fixation to fixation, alternating between two words differing in two letters. This manipulation had no effect on reading unless the subjects happened to regress to or reread the word later. The results indicated that these words, which were low in contextual constraint, were read only when directly fixated, and that there was no facilitation from prior peripherally obtained information about the words. 相似文献
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ABSTRACTThe present study examined the effects of emotions on eye movements, head motion, and iPad motion during reading. Thirty-one participants read neutral, emotionally negative texts and emotionally positive texts on a digital tablet and both participants’ eye movements and body movements were recorded using respectively eye-tracking glasses and a motion capture system. The results showed that emotionally positive texts were read faster than neutral texts, and that readers’ movements decreased when reading emotional texts regardless of valence polarity. Recent studies suggested that postural movements may reflect cognitive engagement and especially the engagement in the task to be done. Our findings seem to validate this hypothesis of a bodily engagement in reading emotional contents. The present results suggest that the novel methodology of eye and postural movement recordings is informative in studying the readers’ embodied engagement during reading emotional materials. 相似文献