汉字笔画像素数省略对中文句子阅读影响的眼动研究

在前人笔画省略实验的基础上,采用“像素省略”这一更精确的变量操纵来探讨笔画省略对汉字识别的影响。实验采用2（像素省略方式：省前、略后）×3（像素省略水平：15%、30%、50%）被试内设计,分析整句阅读的眼动轨迹。结果显示,像素省略水平越高对阅读的干扰越大,省前条件下对阅读的干扰显著大于略后条件。结果进一步证实了汉字书写顺序对汉字识别的影响,先书写的笔画比后书写的笔画对汉字的识别起到更大的作用,即笔画顺序效应。     

Investigating How Test-Takers Change Their Strategies to Handle Difficulty in Taking a Reading Comprehension Test: Implications for Score Validation

This article investigates how test-takers change their strategies to handle increased test difficulty. An adult sample reported their test-taking strategies immediately after completing the tasks in a reading test. Data were analyzed using structural equation modeling specifying a measurement-invariant, ability-moderated, latent transition analysis in Mplus (Muthén & Asparouhov, 2011). It was found that almost half of the test-takers (47%) changed their strategies when encountering increased task-difficulty. The changes were characterized by augmenting comprehending-meaning strategies with score-maximizing and test-wiseness strategies. Moreover, test-takers' ability was the driving influence that facilitated and/or buffered the changes. The test outcomes, when reviewed in light of adjusted test-taking strategies, demonstrated a form of process-based validity evidence.     

国外儿童词汇识别发展眼动研究的新进展

近年来,国外儿童阅读发展的眼动研究已逐渐成为阅读研究热点领域。本文就国外儿童阅读的眼动研究成果进行概述,从儿童阅读眼动研究的基本问题、字词、句子、篇章和相关理论等方面对儿童的阅读过程进行考察,总结其阅读发展的一般规律和特点。最后,文章从阅读材料、统计方法以及研究设计几个方面对儿童阅读研究的方法性问题进行展望,以期为中文阅读发展的眼动研究提供借鉴     

小学一年级阅读流畅性对二、三年级阅读理解的预测

采用追踪研究考察了124名小学一年级儿童的阅读流畅性对其二、三年级阅读理解的影响。结果发现,在控制了性别、家庭社会经济地位、推理能力、汉字识别、口语词汇及多种阅读相关认知技能之后,儿童一年级时的字词流畅性可以预期其二、三年级时的阅读理解水平,句子流畅性对二年级时阅读理解的变异有独特解释作用,但对三年级时阅读理解的变异没有显著的解释作用。相对于句子流畅性,字词流畅性在小学低年级阶段对阅读理解的贡献更大。     

Recurrence of phonetic responding

This study determined if previously reinforced academic responding recurred when alternative responses were differentially reinforced and subsequently placed on extinction, and whether the magnitude of resurgence was related to the rate of differential reinforcement for the alternative behavior. Three kindergarten students read Greek letters aloud as arbitrary consonant–vowel blends. Resurgence was reliably demonstrated within and across participants, and the magnitude of resurgence was related to the prior rate of differential reinforcement of alternative behavior.     

The role of syllables in word recognition among beginning Finnish readers: Evidence from eye movements during reading

The eye movements of Finnish first and second graders were monitored as they read sentences where polysyllabic words were either hyphenated at syllable boundaries, alternatingly coloured (every second syllable black, every second red) or had no explicit syllable boundary cues (e.g., ta-lo vs. talo vs. talo = “house”). The results showed that hyphenation at syllable boundaries slows down reading of first and second graders even though syllabification by hyphens is very common in Finnish reading instruction, as all first-grade textbooks include hyphens at syllable boundaries. When hyphens were positioned within a syllable (t-alo vs. ta-lo), beginning readers were even more disrupted. Alternate colouring did not affect reading speed, no matter whether colours signalled syllable structure or not. The results show that beginning Finnish readers prefer to process polysyllabic words via syllables rather than letter by letter. At the same time they imply that hyphenation encourages sequential syllable processing, which slows down the reading of children, who are already capable of parallel syllable processing or recognising words directly via the whole-word route.     

Writing,Reading, and Listening Differentially Overload Working Memory Performance Across the Serial Position Curve

Previous research has assumed that writing is a cognitively complex task, but has not determined if writing overloads Working Memory more than reading and listening. To investigate this, participants completed three recall tasks. These were reading lists of words before recalling them, hearing lists of words before recalling them, and hearing lists of words and writing them as they heard them, then recalling them. The experiment involved serial recall of lists of 6 words. The hypothesis that fewer words would be recalled overall when writing was supported. Post-hoc analysis revealed the same pattern of results at individual serial positions (1 to 3). However, there was no difference between the three conditions at serial position 4, or between listening and writing at positions 5 and 6 which were both greater than recall in the reading condition. This suggests writing overloads working memory more than reading and listening, particularly in the early serial positions. The results show that writing interferes with working memory processes and so is not recommended when the goal is to immediately recall information.     

“This is My Community”: Reproducing and Resisting Boundaries of Exclusion in Contested Public Spaces

The way that public space is structured has significant implications for identity, social interaction, and participation in society. For those experiencing homelessness, with no or limited private space, survival hinges on the accessibility and livability of public space. However, the increasing privatization of public space in the United States has contributed to the implementation of anti‐homeless ordinances in cities, restricting sitting, standing, panhandling, and sleeping in public. This study analyzes data from interviews with housed and unhoused community members, text from a local policy document, and ethnographic observations to explore how boundaries between “insiders” and “outsiders” are drawn in public space and mediated through individual discourse. Our findings suggest that boundaries of exclusion are constructed through dominant narratives that portray the unhoused as a threat to safety and economic vitality, thus justifying the need for regulation and punishment through the criminalization of homelessness. Yet, informants also demonstrate resistance to this narrative by discussing how criminalization of homelessness perpetuates dehumanization, violence, and economic inequality. Policy implications for the regulation of public space are discussed.     

汉语阅读中词N+2的预视对高频词N+1加工影响的眼动研究

本研究采用边界范式,控制单字词N+1的预视加工负荷和词N+2首字的预视信息类型,探讨了汉语阅读中词N+2的预视对高频单字词N+1加工产生的影响。结果发现,当词N+1的预视为低加工负荷时,词N+2首字的预视对词N+1的加工产生了显著的影响;当词N+2首字的预视字与词N+1正字法相似,并且只呈现在副中央凹中时,显著的阻碍了词N+1随后的加工。结果表明,副中央凹中词N+2能够获得预视加工,可能获得正字法预视信息并对随后词N+1的加工产生了影响,并且这种影响受词N+1的预视加工负荷的调节。实验结果符合注意梯度指引模型的假设。     

Re‐Presentations of Space in Hollywood Movies: An Event‐Indexing Analysis

Popular movies present chunk‐like events (scenes and subscenes) that promote episodic, serial updating of viewers’ representations of the ongoing narrative. Event‐indexing theory would suggest that the beginnings of new scenes trigger these updates, which in turn require more cognitive processing. Typically, a new movie event is signaled by an establishing shot, one providing more background information and a longer look than the average shot. Our analysis of 24 films reconfirms this. More important, we show that, when returning to a previously shown location, the re‐establishing shot reduces both context and duration while remaining greater than the average shot. In general, location shifts dominate character and time shifts in event segmentation of movies. In addition, over the last 70 years re‐establishing shots have become more like the noninitial shots of a scene. Establishing shots have also approached noninitial shot scales, but not their durations. Such results suggest that film form is evolving, perhaps to suit more rapid encoding of narrative events.