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201.
202.
The overall pattern of vocabulary development is relatively similar across children learning different languages. However, there are considerable differences in the words known to individual children. Historically, this variability has been explained in terms of differences in the input. Here, we examine the alternate possibility that children's individual interest in specific natural categories shapes the words they are likely to learn – a child who is more interested in animals will learn a new animal name easier relative to a new vehicle name. Two‐year‐old German‐learning children (N = 39) were exposed to four novel word–object associations for objects from four different categories. Prior to the word learning task, we measured their interest in the categories that the objects belonged to. Our measure was pupillary change following exposure to familiar objects from these four categories, with increased pupillary change interpreted as increased interest in that category. Children showed more robust learning of word–object associations from categories they were more interested in relative to categories they were less interested in. We further found that interest in the novel objects themselves influenced learning, with distinct influences of both category interest and object interest on learning. These results suggest that children's interest in different natural categories shapes their word learning. This provides evidence for the strikingly intuitive possibility that a child who is more interested in animals will learn novel animal names easier than a child who is more interested in vehicles. 相似文献
203.
在阅读中, 读者既能加工当前注视的中央凹视觉区的信息, 也能从副中央凹视觉区提取信息并利用该信息预先加工下文词汇, 称为预加工或预视。它是熟练阅读的一个关键环节。对副中央凹信息的预加工涉及预视的空间范围和预视程度(即预视量和预视类型)。在拼音文字阅读的研究中, 关于预视范围与预视程度如何受中央凹加工负荷和副中央凹预加工负荷的调节存在争议, 一个主要的原因是拼音文字词长变异大, 在考察预视程度时难以克服预视范围的干扰。而中文词长变化小, 能有效分离预视范围与预视程度。利用中文优势, 采用眼动技术来考察:(1)副中央凹预加工负荷如何影响预视范围, (2)中央凹加工负荷如何影响预视范围与预视程度, (3)阅读能力与阅读效率如何调节预视范围与预视程度, 结果将有助于解决副中央凹预视研究中的理论争论, 为预测阅读能力与衡量阅读效率提供更多有效的眼动行为指标。 相似文献
204.
应用探测任务范式和事件分割范式,以反应时、正确率、均字阅读时间等为指标,探讨主人公转换在记叙文情境模型更新中的作用。结果显示:(1)在主人公转换与事件转换一致时,主人公转换条件下的认知加工更加困难,表现为较长的反应时和均字阅读时间,以及较低的正确率和较高的分割概率。(2)在主人公转换与事件转换不一致条件下,主人公转换对反应时和均字阅读时间的影响显著降低,而分割概率与无转换条件无差异。这表明,事件是记叙文情境模型的核心;主人公维度仅在代表事件转换的条件下,才能引起情境模型的更新。 相似文献
205.
Cecília Brayner de Freitas Gueiros Paula Debert 《Journal of applied behavior analysis》2020,53(4):2215-2232
The present study investigated whether the Go/No-Go procedure with compound stimuli produces emergent relations among dictated words (A), pictures (B), and printed words (C) and the emergence of textual behavior (CD) using a multiple probe design across word sets. Three preschool children were exposed to 4 phases: (1) pretests for BC, CB, and CD relations, (2) pretraining with known stimuli, (3) AB and AC training, and (4) posttests for BC, CB, and CD relations. During AB and AC training, responses to A1B1, A2B2, A1C1, and A2C2 compound stimuli, but not to A1B2, A2B1, A1C2, and A2C1, were reinforced. The results showed that all participants met the learning criterion and demonstrated emergence of BC and CB relations (i.e., relations between pictures and printed words), and CD relations (i.e., textual behavior) after training. These results suggest that the Go/No-Go procedure with compound stimuli is an effective alternative for establishing reading comprehension. 相似文献
206.
AbstractIn the present study, the relation between children’s emotion knowledge and preschool teachers’ book reading behaviors during shared book reading in the classroom was examined. A new coding system, the Book Readings for an Affective Classroom Education (BRACE), was developed to capture teachers’ macro-level book reading behaviors (i.e., dialogic reading) and micro-level use of emotion language (i.e., emotion coaching) during shared book reading. Results showed good reliability and validity of the BRACE. Further, teachers’ dialogic reading and emotion coaching behaviors during shared book reading positively predicted child emotion knowledge in Spring (T2), after controlling for children’s initial level of emotion knowledge in Fall (T1). In addition, a significant interaction between teachers’ book reading style and child emotion knowledge at T1 on emotion knowledge at T2 indicated that teachers’ effective book reading style was especially beneficial to children who had lower emotion knowledge at the beginning of the school year. 相似文献
207.
We know that reading involves coordination between textual characteristics and visual attention, but research linking eye movements during reading and comprehension assessed after reading is surprisingly limited, especially for reading long connected texts. We tested two competing possibilities: (a) the weak association hypothesis: Links between eye movements and comprehension are weak and short-lived, versus (b) the strong association hypothesis: The two are robustly linked, even after a delay. Using a predictive modeling approach, we trained regression models to predict comprehension scores from global eye movement features, using participant-level cross-validation to ensure that the models generalize across participants. We used data from three studies in which readers (Ns = 104, 130, 147) answered multiple-choice comprehension questions ~30 min after reading a 6,500-word text, or after reading up to eight 1,000-word texts. The models generated accurate predictions of participants' text comprehension scores (correlations between observed and predicted comprehension: 0.384, 0.362, 0.372, ps < .001), in line with the strong association hypothesis. We found that making more, but shorter fixations, consistently predicted comprehension across all studies. Furthermore, models trained on one study's data could successfully predict comprehension on the others, suggesting generalizability across studies. Collectively, these findings suggest that there is a robust link between eye movements and subsequent comprehension of a long connected text, thereby connecting theories of low-level eye movements with those of higher order text processing during reading. 相似文献
208.
研究包含3项实验, 通过观察语境预测性与目标词汇的整词词频、词内汉字字频间交互作用, 以探讨阅读中语境预测性如何影响中文词汇加工问题。研究以双字词为例, 实验1操控目标词汇的语境预测性与整词词频, 结果发现, 语境预测性与整词词频交互作用不显著。实验2操控目标词汇的语境预测性与首字字频, 结果发现, 语境预测性与首字字频交互作用不显著。实验1和实验2的贝叶斯分析都倾向于支持交互作用不存在假设。实验3操控目标词汇的语境预测性与尾字字频, 结果发现, 语境预测性与尾字字频交互影响首次注视时间、凝视时间、总注视时间和再注视概率。由此可知, 语境预测性与整词词频、首字字频变量相对独立地影响词汇加工; 语境预测性直接影响词内汉字(尾字)的加工过程。 相似文献
209.
210.
The failure of inhibition hypothesis posits a theoretical distinction between implicit and explicit access in deep dyslexia. Specifically, the effects of failure of inhibition are assumed only in conditions that have an explicit selection requirement in the context of production (i.e., aloud reading). In contrast, the failure of inhibition hypothesis proposes that implicit processing and explicit access to semantic information without production demands are intact in deep dyslexia. Evidence for intact implicit and explicit access requires that performance in deep dyslexia parallels that observed in neurologically intact participants on tasks based on implicit and explicit processes. In other words, deep dyslexics should produce normal effects in conditions with implicit task demands (i.e., lexical decision) and on tasks based on explicit access without production (i.e., forced choice semantic decisions) because failure of inhibition does not impact the availability of lexical information, only explicit retrieval in the context of production. This research examined the distinction between implicit and explicit processes in deep dyslexia using semantic blocking in lexical decision and forced choice semantic decisions as a test for the failure of inhibition hypothesis. The results of the semantic blocking paradigm support the distinction between implicit and explicit processing and provide evidence for failure of inhibition as an explanation for semantic errors in deep dyslexia. 相似文献