中小学生阅读寓言过程的眼动研究

研究用眼动记录仪对小五、初二和高二年级各20名视力正常学生阅读难、易两种寓言材料的眼动过程进行了记录。结果发现：1．无论是对同一难度寓言阅读理解成绩的差异还是眼动模式的差异,在小五与初二之间显著,在初二与高二之间不显著,这说明对寓言真正理解的年龄在初中,高中只是进一步完善阶段;2材料难度对不同年级学生的眼动模式有一定影响．分别影响小学生的眼跳距离、初中生的注视次数和高中生的注视点持续时间。     

Sensitivity to the acoustic correlates of lexical stress and their relationship to reading in skilled readers

The role of suprasegmental information in reading processes is a growing area of interest, and sensitivity to lexical stress has been shown to explain unique variance in reading development. However, less is known about its role in skilled reading. This study aimed to investigate the acoustic features of suprasegmental information using a same/different cross-modal matching task. Sixty-four adult participants completed standardized measures of reading accuracy, reading speed, and comprehension and performed an experimental task. The experimental task required the participants to identify whether non-speech acoustic sequences matched the characteristics of written words. The findings indicated differences in responses depending on where the lexical stress was required for the word. Moreover, evidence was found to support the view that amplitude information is part of the word knowledge retrieval process in skilled reading. The findings are discussed relative to models of reading and the role of lexical stress in lexical access.     

Private and inner speech and the regulation of social speech communication

To further investigate the possible regulatory role of private and inner speech in the context of referential social speech communications, a set of clear and systematically applied measures is needed. This study addresses this need by introducing a rigorous method for identifying private speech and certain sharply defined instances of inaudible inner speech. Using this classification system, longitudinal data were gathered from 10 pairs of children performing a referential communication task at 4.5, 6.5, and 8.5 years of age. Results demonstrated children's substantial production of private and inner speech in this communicative situation, with speech forms varying in amount and type as a function of age, communicative role (speaker or listener), and the complexity of the material to be communicated. It is suggested that private and inner speech embedded in discourse may serve a regulatory role in social speech communication.     

Effects of general-case training, instructions, rehearsal, and feedback on the reduction of sight-reading errors by competent musicians

We used general-case training, instructions, rehearsal, and feedback to teach 3 advanced flute students to improve their sight-reading skills. Training resulted in systematic decreases in note errors, rhythm errors, repetitions, and hesitations for each participant. The procedures and outcomes were socially validated through subjective evaluation by the participants and music teachers not involved with the study.     

英语阅读策略培训对非英语专业本科生的影响*

旨在探讨英语阅读策略培训对非英语专业本科生英语阅读策略使用情况以及英语成绩的影响。对非英语专业大学生进行了一学期的英语阅读策略培训,使用几次英语阅读测试和自编的英语阅读策略调查问卷对实验组和对照组进行前后测。研究结果发现:(1)英语阅读策略培训能有效提高学生英语阅读策略的使用频率,帮助他们取得更好的阅读成绩;(2)与高水平学习者相比,中、低水平学习者可从策略培训中获得更大的收益。     

大学生英语语篇重复阅读的眼动研究

采用眼动追踪技术,考察重复阅读对母语为汉语的大学生阅读英语语篇的作用。研究采用2（目标词词频：高频、低频）×5（阅读遍数：1遍、2遍、3遍、4遍、5遍）的两因素被试内设计。结果发现：（1）随着阅读遍数的增加,读者的阅读理解正确率呈上升趋势,总阅读时间、注视次数、回视次数和平均注视时间显著降低,平均眼跳幅度显著增加;（2）阅读遍数与目标词词频的交互作用显著,表现为重复阅读对低频词识别的促进作用要显著大于对高频词识别的促进作用。研究表明重复阅读能够有效提高大学生对英语语篇的阅读效率。     

3-5岁儿童汉字方向敏感性的发展

通过Surface Pro触屏电脑呈现知觉匹配任务,记录儿童的主动反应,探查了83名3-5岁学前儿童汉字方向（倒置与镜像）敏感性的早期发展及其与汉字阅读能力的关系。结果发现,4岁儿童可以很好地区分正反方向的汉字,表现出汉字倒置方向的敏感性。但是,各年龄组儿童还未对镜像汉字表现出敏感性。学前儿童对汉字两种方向的认识表现出不同的发展轨迹。学前儿童的汉字倒置方向敏感性与其汉字阅读能力显著相关。     

文本加工中情境模型建构的五个维度

情境模型理论是当代西方文本阅读加工的一个重要理论。该文通过详细介绍情境模型建构的空间、时间、因果、主人公、意图五大维度,以助于对情境模型理论整体理解。通过总结可知,目前国内外关于情境模型建构中的空间、因果和主人公三个维度的研究成果较多,研究范式也较为成熟,时间和意图维度则研究成果较少     

不同难度阅读材料对阅读知觉广度影响的眼动研究

采用经典的呈现随眼动变化技术,以Eyelink II眼动仪为工具,考察材料难度和窗口大小对中文句子阅读的影响.实验设计为2(材料难度:难,易)× 5(窗口大小:1个字,3个字,5个字,7个字和整行)被试内实验设计,被试为15名在校大学生.研究结果表明:(1)阅读容易材料时的知觉广度为5个字.(2)阅读困难材料时知觉广度为3-5个字.