类别指称对象提取过程的发展研究

本研究选取初中二年级、高中二年级和大学二年级学生为被试，探讨了青少年对含有类别指称对象语篇心理加工过程。实验1采用命名法，实验2采用眼动记录法。结果发现，随着年级的升高，被试在单位时间内获得的信息逐渐增多，阅读能力不断提高，对类别指称概念的理解能力也不断提高；各年级被试表现出对类别指称对象激活的增强；大学生组被试还表现出对非指称对象激活的抑制；激活是立即发生的认知过程；抑制则是延缓发生的认知过程，且是一种策略性的控制加工过程。

A Developmental Research on Accessing Categorical Referents

Two experiments were conducted to investigate the activation or suppression of t he referents after the participants encountered the anaphor. We investigated thr ee participant groups: junior high school students,senior high school students and college students. In experiment 1,a naming task was used to explo re the activation and suppression during accessing the referents through analyzi ng the naming latency. In experiment 2,the ASL Model504 eye tracker was used. Th e results showed that with the the increase of the school years, the participant s,could access more i nformation during a fixed period of time,their readin g ability imp roved and the comprehension ability of the categorical concepts improved as well. During the anaphor resolution,the referents of the anaphor were activated and the non-referents were suppressed. All participants could activate the ref ere nts well,but only the college participants could suppress the non-refernts wel l. Activation was an immediate and continued spreading process,while suppression was a complicated one,which depended on the individual ability of the reader.