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快慢读者利用语境信息的差异:加工深度的作用
引用本文:仝文,余雪,刘志方,朱星宇,齐琦. 快慢读者利用语境信息的差异:加工深度的作用[J]. 心理与行为研究, 2022, 20(4): 450-456. DOI: 10.12139/j.1672-0628.2022.04.003
作者姓名:仝文  余雪  刘志方  朱星宇  齐琦
作者单位:1. 山西师范大学教育科学学院,太原 030031;2. 杭州师范大学教育学院,杭州 311121;3. 海南师范大学心理学院,海口 571158
基金项目:全国教育科学规划一般课题(BBA190023)
摘    要:通过主题扫描和阅读理解两种加工深度不同的任务,考察快慢读者预测性效应差异的来源及加工深度在其中发挥的作用。被试在两种任务情境下阅读分别包含高低预测性目标词的96个句子框架,记录其眼动轨迹。结果显示:预测性效应仅在阅读理解任务中出现,快速读者在早期眼动指标上就表现出了预测性效应,慢速读者在晚期眼动指标上才表现出预测性效应。结果表明:加工深度调节快慢读者预测性效应的大小;在自然阅读情境下快慢读者的预测性效应表现符合预测编码框架假设。

关 键 词:阅读速度  预测性效应  主题扫描  阅读理解  
收稿时间:2021-08-15

Differences in Contextual Information Utilization Between Fast and Slow Readers: The Role of Processing Depth
TONG Wen,YU Xue,LIU Zhifang,ZHU Xingyu,QI Qi. Differences in Contextual Information Utilization Between Fast and Slow Readers: The Role of Processing Depth[J]. Studies of Psychology and Behavior, 2022, 20(4): 450-456. DOI: 10.12139/j.1672-0628.2022.04.003
Authors:TONG Wen  YU Xue  LIU Zhifang  ZHU Xingyu  QI Qi
Affiliation:1. College of Educational Science, Shanxi Normal University, Taiyuan 030031;2. College of Education, Hangzhou Normal University, Hangzhou 311121;3. School of Psychology, Hainan Normal University, Haikou 571158
Abstract:This study examined the source of predictability effect differences between fast and slow readers and the role of processing depth in two tasks (i.e., topic scanning and reading comprehension) with different processing depths. Participants read 96 sentence frames embedded with high and low predictive target words in two task situations while their eye movements were recorded by an eye tracker. The results showed that the predictability effect only appeared in reading comprehension task, with fast readers showing predictive effect in the early stage while slow readers showing predictive effect in the later stage. The results suggest that processing depth moderates the predictability effect of fast and slow readers. In addition, during natural reading, the predictability effect of fast and slow readers conforms to the predictive coding framework hypothesis.
Keywords:reading speed  word predictability effect  topic scanning  reading comprehension  
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