现实预期和意愿预期在文本阅读中的激活强度

摘要/Abstract

摘要： 文本阅读中,读者往往对事件的后续发展进行预期推理。预期推理有两种倾向,要么是倾向于根据客观现实条件进行的现实预期,要么是倾向于根据主观个人意愿进行的意愿预期。两个实验探讨了文本阅读中读者产生的现实预期和意愿预期的激活强度。结果发现,现实预期和意愿预期都可以在阅读中即时产生,意愿预期强于现实预期;把读者分为"情感导向型"和"非情感导向型",发现"情感导向型"的读者,阅读过程中产生的意愿预期强于现实预期,而"非情感导向型"的读者则不是。

关键词: 预期推理, 现实预期, 意愿预期, 情感导向型, 非情感导向型

Abstract: When readers experience narratives,their expectations about the likelihood of narrative events are informed by two types of propensity.Reality-predictive inferences incorporate real-world constraints involving,for example,time and space and so on;preference-predictive inferences incorporate concerns about outcomes that emerge from the plot.The goal of this article was to explore the role of these two types of inferences in narrative comprehension.Participants read stories in which the scenario provided a biasing context and a preference statement.The experiments assessed participants reading times for statement describing the state of events following different scenarios.Experiment 1 demonstrated that readers could immediately encode both reality-predictive and preference-predictive inferences in text reading.In Experiment 2,readers were grouped according to their scores of EPQ.Results showed that for the affectivity oriented readers the activation of preference-predictive inference were stronger than that of reality-predictive inference and vice versa for the non-affectivity oriented readers.

Key words: predictive inference, reality-predictive inferences, preference-predictive inferences, affectivity oriented, non-affect ivity oriented

中图分类号:

B844.2

吕超, 莫雷, 伍丽梅. 现实预期和意愿预期在文本阅读中的激活强度[J]. 心理发展与教育, 2009, 25(1): 54-60.

LÜ Chao, MO Lei, WU Li-mei. Readers’ Reality-predictive and Preference-predictive Inferences in Narrative Comprehension[J]. Psychological Development and Education, 2009, 25(1): 54-60.

参考文献

[1] Cook A E,Limber J E,O Brien E J.Situation-based context and the availability of predictive inferences.Journal of Memory and Language, 2001,44(2):220-234
[2] Fincher K R.Relative inhibition following the encoding of bridging and predictive inferences.Journal of Experimental Psychology:Learning, M emory and Cognition,1995,21(4):981-995
[3] Calvo M G,Castillo M D.Predictive inference occur on-line,but with delay:convergence of naming and reading times.Discourse Processes, 1996,22(1):57-78
[4] Campion N,Rossi J P.Associative and causal constraints in the process of generating predictive inferences.Discourse Processes,2001,31 (3):263-291
[5] 鲁忠义,彭建国,李强.中文故事阅读中预期与前后向推理的关系.心理学报,2003,35(2):183-189
[6] 金花,莫雷.文本阅读中预期推理生成的容量制约性.心理科学,2006,29(2):308-311
[7] 金花,莫雷.文本阅读中预期推理激活与编码的语境条件研究.心理科学,2007,30(2):289-292
[8] 郭淑斌,莫雷,黄希庭.基于语境的因果性预期推理的构建的实验研究.心理科学,2006,29(4):782-785
[9] Graesser A C,Bertus E L,Magliano J P.Inference generation during the comprehension of narrative text.In R.F.Lorch&E.J.O Brien (Eds.),Sources of coherence in reading.Hillsdale,NJ:Erlbaum.1995: 295-320
[10] Graesser A C,Singer M,Trabasso T.Constructing inferences during narrative text comprehension.Psychological Review,1994,101(3): 371-395
[11] Murray J D,Burke K A.Activation and encoding of predictive inferences:The role of reading skill.Discourse Processes,2003,35(2):81-102
[12] Kahneman D,M iller D T.Norm theory:Comparing reality to its alternatives.Psychological Review,1986,93(2):136-153
[13] Allbritton D W,Gerrig R J.Participatory responses in text underst anding.Journal of Memory and Language,1991,30(5):603-626
[14] Rapp D N,Gerrig R J.Readers reality-driven and plot-driven analyses in narrative comprehension.Memory and Cognition,2002,30(5): 779-788
[15] Rapp D N,Gerrig R J.Predilections for narrative outcomes:The impact of story contexts and reader preferences.Journal of Memory and Language,2006,54(1):54-67
[16] Polichak J W,Gerrig R J.G et up and win!:Participatory responses to narrative.In M.C.Green,J.J.Strange,&T.C.Brock (Eds.),Narrative impact:Social and cognitive foundations.Mahwah,N J: Erlbaum.2002:71-95
[17] Prentice D A,Gerrig R J,Bailis D S.What readers bring to the processing of fictional texts.Psychonomic Bulletin&Review,1997,4(3): 416-420
[18] Davidson R J.Affective style and affective disorders:perspectives from affective neuroscience.Cognition and Emotion,1998,12(3):307-330
[19] Eysenck H J.Biological dimensions of personality.In L.A. Pervin(Ed),Handbook of Personality:Theory and Research,New York: Guilford,1990:244-276
[20] 龚耀先等修订.艾森克个性问卷.湖南医学院印行,1986, 2
[21] 王振宏,郭德俊.情感风格及其神经基础.心理科学, 2005,28(3):751-753
[22] Zwaan R.A,Langston M C,Graesser A C.The construction of situation models in narrative comprehension:An even-tindexing model. Psychological Science,1995,6(5):292-297
[23] Zwaan R A,Magliano J P,Graesser A C.Dimensions of situation model construction in narrative comprehension.Journal of Experimental Psychology:Learning,Memory,and Cognition,1995,21(2):386-397
[24] Zwaan R A,Radvansky G A.Situation models in language comprehension and memory.Psychological Bulletin,1998,123(2):162-185

相关文章 15

[1]	王帆, 方晓义, 胡伟, 陈海德, 吴梦希, 唐芹. 家庭环境与高中生发展:自主的中介作用及其性别差异[J]. 心理发展与教育, 2014, 30(6): 585-593.
[2]	鲍振宙, 李董平, 张卫, 王艳辉, 孙文强, 赵力燕. 累积生态风险与青少年的学业和社交能力：子女责任感的风险补偿与调节效应[J]. 心理发展与教育, 2014, 30(5): 482-495.
[3]	孙鹏, 邹泓, 杜瑶琳. 青少年创造性思维的特点及其对日常创造性行为的影响：人格的中介作用[J]. 心理发展与教育, 2014, 30(4): 355-362.
[4]	张光珍, 梁宗保, 邓慧华, 陆祖宏. 学校氛围与青少年学校适应：一项追踪研究[J]. 心理发展与教育, 2014, 30(4): 371-379.
[5]	赖雪芬, 张卫, 鲍振宙, 王艳辉, 熊庆龙. 父母心理控制与青少年抑郁的关系：一个有调节的中介模型[J]. 心理发展与教育, 2014, 30(3): 293-302.
[6]	宋静静, 李董平, 谷传华, 赵力燕, 鲍振宙, 王艳辉. 父母控制与青少年问题性网络使用：越轨同伴交往的中介效应[J]. 心理发展与教育, 2014, 30(3): 303-311.
[7]	侯珂, 邹泓, 刘艳, 金灿灿, 蒋索. 同伴团体对青少年问题行为的影响：一项基于社会网络分析的研究[J]. 心理发展与教育, 2014, 30(3): 259-267.
[8]	郭海英, 朱婉灵, 朱倩, 朱茂玲, 左培颖, 林丹华. 亲子沟通与农村青少年幸福感的关系：基本心理需要满足的中介作用[J]. 心理发展与教育, 2014, 30(2): 129-136.
[9]	邓林园, 武永新, 孔荣, 方晓义. 冲动性人格、亲子沟通对青少年网络成瘾的交互作用分析[J]. 心理发展与教育, 2014, 30(2): 169-176.
[10]	胡阳, 范翠英, 张凤娟, 谢笑春, 郝恩河. 青少年网络受欺负与抑郁：压力感与网络社会支持的作用[J]. 心理发展与教育, 2014, 30(2): 177-184.
[11]	苑春永, 邵爱惠, 梁丽婵, 边玉芳. 青少年儿童不爱社交、同伴排斥和同伴侵害的交叉滞后分析[J]. 心理发展与教育, 2014, 30(1): 16-23.
[12]	戴艳, 雷鸣, 周宵, 姚梅, 蒋林洁, 陈希, 刘瑶. 创伤暴露程度对中学生创伤后应激障碍的影响：复原力的调节作用[J]. 心理发展与教育, 2014, 30(1): 61-67.
[13]	周宵, 安媛媛, 伍新春, 陈和琼, 龙超敏. 汶川地震三年半后中学生的感恩对创伤后成长的影响：社会支持的中介作用[J]. 心理发展与教育, 2014, 30(1): 68-74.
[14]	叶宝娟, 刘建平, 杨强. 感觉寻求对工读生病理性网络使用的影响机制[J]. 心理发展与教育, 2014, 30(1): 96-104.
[15]	张景焕, 满达呼, 刘桂荣, 张舜, 窦菲菲, 林崇德. 父母教养方式对小学高年级学生社会创造力的影响：自尊的中介作用[J]. 心理发展与教育, 2013, 29(6): 595-603.

多维度评价

Viewed

Full text

Abstract

Cited

Shared

Discussed