心理发展与教育 ›› 2017, Vol. 33 ›› Issue (4): 433-440.doi: 10.16187/j.cnki.issn1001-4918.2017.04.07
苏永强, 付福音, 刘志方, 陈朝阳
SU Yongqiang, FU Fuyin, LIU Zhifang, CHEN Chaoyang
摘要: 研究采用消失文本范式、操控双词消失的延迟时间,考察中文读者编码两个相邻词汇(词n与词n+1)视觉信息的年老化问题。结果发现,从40 ms延迟时间至160 ms延迟时间的所有消失条件均不影响青年人的句子总阅读时间,这意味着青年人能够并行、快速地同时编码词n与词n+1的视觉信息;而所有消失条件都影响老年人的句子阅读时间,40 ms延迟时间消失条件对总阅读时间的影响程度甚于其他较长延迟时间的消失文本条件,80 ms、120 ms和160 ms延迟时间消失条件对总阅读时间的影响程度完全相同。由这些结果可以确定,中文阅读中词汇视觉编码的年老化同时受视觉与认知因素衰退的影响。
中图分类号:
G422
Baayen, R. H., Davidson, D. J., & Bates, D. M. (2008). Mixed-effects modeling with crossed random effects for subjects and items. Journal of Memory and Language, 59(4), 390-412.Barr, D. J., Levy, R., Scheepers, C., & Tily, H. J. (2013). Random effects structure for confirmatory hypothesis testing:Keep it maximal. Journal of Memory and Language, 68(3), 255-278.Bates, D., Maechler, M., & Bolker, B. (2011). LME4:Linear mixedeffects models using S4 classes. R Package Version 0.999375-39. Retrieved from http://CRAN.R-project.org/package=lme4Becker, W. & Jürgens, R. (1979) An analysis of the saccadic system by means of double step stimuli. Vision Research. 19(9), 967-983.Blythe, H. I., Häiki, T., Bertam, R., Liversedge, S. P.,& Hy nä, J. (2011). Reading disappearing text:Why do children refixate words? Vision Research, 51(1), 84-92.Blythe, H. I., Liversedge, S. P., Joseph, H. S. S. L., White, S. J., & Rayner, K. (2009). Visual information capture during fixations in reading for children and adults. Vision Research, 49(2), 1593-1591.Engbert, R., Longtin, A., & Kliegl, R. (2002). A dynamical model of saccade generation in reading based on spatially distributed lexical processing. Vision Research, 42(5), 621-636.Engbert, R., Nuthmann, A., Richter, E. M., & Kliegl, R. (2005). SWIFT:A dynamical model of saccade generation during reading. Psychological Review, 112(4), 777-813.Kemper, S., Crow, A., & Kemtes, K. (2004). Eye-fixation patterns of high and low-span young and older adults:down the garden path and back. Psychology and Aging 19(1), 157-170.Kliegl, R., Grabner, E., Rolfs, M., & Engbert, R. (2004). Length, frequency, and predictability effects of words on eye movements in reading. European Journal of Cognitive Psychology, 16(1/2), 262-284.Kliegl, R., Nuthmann, A,, & Engbert, R. (2006). Tracking the mind during reading:The influence of past, present, and future words on fixation durations. Journal of Experimental Psychology:Human Perception and Performance, 135(1), 12-35.Laubrock, J., Kliegl, R., & Engbert, R. (2006). SWIFT explorations of age differences in eye movements during reading. Neuroscience and Biobehavioral Reviews, 30(6), 872-884.Liu, C., & Li, D. (2003). The role of working memory and sensorimotor speed in adult age differences in mental subtraction. Acta Psychologica Sinica, 35(5), 617-627.Liu, P., Liu, D., Han, B., & Paterson, K. B. (2015). Aging and the optimal viewing position effect in Chinese. Frontiers in Psychology, 6:1656, doi:10.3389/fpsyg.2015.01656.Liversedge, S. P., Rayner, K., White, S. J., Vergilino-Perez, D., Findlay, J. M.,& Kentridge, R. W. (2004). Eye movements when reading disappearing text:is there a gap effect in reading? Vision Research, 44(10), 1013-1024.Owsley, C. (2011). Aging and vision. Vision Research, 51(13),1610-1622.Paterson, K. B., McGowan, V. A., & Jordan, T. R. (2013). Effects of adult aging on reading filtered text:evidence from eye movements. PeerJ 1:e63; DOI 10.7717/peerj.63Perfetti, C. A., Liu, Y., & Tan, L. H. (2005). The lexical constituency model:Some implications of research on Chinese for general theories of reading. Psychological Review, 112(1), 43-59.Pollatsek, A., Reichle, E. D., & Rayner, K. (2006). Test of the E-Z Reader mold:Exploring the interface between cognition and eye movement control. Cognitive Psychology, 52(1), 1-56.Rayner, K. (1998). Eye movements in reading and information processing:20 years of research. Psychological Bulletin, 124(3), 372-422.Rayner, K., Castelhano, M. S., & Yang, J. (2009). Eye movements and the perceptual span in older and younger readers. Psychology and Aging, 24(3),755-760.Rayner, K., Castelhano, M. S., & Yang, J. (2010). Preview benefit during eye fixations in reading for older and younger readers. Psychology and Aging, 25(3), 714-718.Rayner, K., Reichle, E. D., Stroud, M. J., Williams, C. C., & Pollatsek, A. (2006). The effects of word frequency, word predictability, and font difficulty on the eye movements of young and elderly readers. Psychology and Aging, 21(3), 448-465.Rayner, K., Yang, J., Castelhano, M. S., & Liversedge, S. P. (2010). Eye movements of older and younger readers when reading disappearing text. Psychology and Aging, 26(1), 214-223.Reichle, E. D., Liversedge, S. P., Pollatsek, A., & Rayner, K. (2009). Encoding multiple words simultaneously in reading is implausible. Trend in Cognitive Sciences, 13(3), 115-119.Reichle, E. D., Pollatsek, A., & Rayner, K. (2006). E-Z Reader:A cognitive-control, serial-attention model of eye-movement behavior during reading. Cognitive Systems Research, 7, 4-22.Reichle, E. D., Rayner, K., & Pollatsek, A. (2003). The E-Z reader model of eye-movement control in reading:Comparisons to other models. Behavioral and Brain Sciences, 26(4), 445-526.Risse, S., & Kliegle, R. (2011). Adult age differences in the perceptual span during reading. Psychology and Aging. 26(2), 451-460.Schad, D. J., & Engbert, R. (2012). The zoom lens of attention:Simulating shuffled versus normal text reading using the SWIFT model. Visual Cognition, 20(4-5), 391-421.Schotter, E. R., Reichle, E. D., & Rayner, R. (2014). Rethinking parafoveal processing in reading:Serial attention models can explain semantic preview benefit and N+2 preview effects. Visual Cognition, 20(4-5), 309-333.Stine-Morrow, E. A. L., Miller, L. M. S., & Herzog, C. (2006). Aging and self-regulated language processing. Psychological Bulletin, 132(4), 582-606.Wang, J., Li, L., Li, S., Xie, F., Chang, M., Paterson, K. B., White, S. J., & McGowan, V. A. (2016). Adult age differences in eye movements during reading:The evidence from Chinese. Journals of Gerontology:Psychological Sciences, 71:doi:10.1093/geronb/gbw036.Yan, M., Zhou, W., Shu, H., & Kliegl, R. (2015). Perceptual span depends on font size during the reading of Chinese sentences. Journal of Experimental Psychology:Learning, Memory, and Cognition, 41(1), 209-219.Zang, C., Zhang, M., Bai, X., Yan, G., Paterson, K. B., & Liversedge, S. P. (2016). Effects of word frequency and visual complexity on eye movements of young and older Chinese readers. The Quarterly Journal of Experimental Psychology, 69(7), 1409-1425Zhang, X. X, Fang, Z, Du, Y. C, Kong, L. Y., Zhang, Q., & Xing, Q. (2012). The centro-parietal N200:An event-related potential component specific to Chinese visual word recognition. Chinese Science Bulletin, 57(13), 1516-1532.Zhou, X. L., & Marslen-Wilson, W. (2000). The relative time course of semantic and phonological activation in reading Chinese. Journal of Experimental Psychology:Learning, Memory, and Cognition, 26(5), 1245-1265.李德明, 刘昌, 陈天勇, 李贵芸. (2003). 加工速度和工作记忆在认知年老化过程中的作用. 心理学报, 35(4), 471-475.刘志方, 翁世华, 张锋. (2014). 中文阅读中词汇视觉编码的年龄特征:来自眼动方面的证据. 心理发展与教育, 30(4), 411-419.刘志方, 张智君, 刘炜. (2015). 阅读知觉广度内中文词汇的视觉信息提取:眼动研究证据. 应用心理学, 21(1), 317-324.刘志方, 张智君, 赵亚军. (2011). 汉语阅读中眼跳目标选择单元以及词汇加工方式:来自消失文本的实验证据. 心理学报, 43(6), 608-618.申继亮, 王大华, 彭华茂, 唐丹. (2003). 基本心理能力老化的中介变量. 心理学报, 35(6), 802-809.王丽红, 石风妍, 吴捷, 白学军. (2010). 老年人汉语阅读知觉广度的眼动变化. 中国老年学杂志, 30(1), 240-243吴捷, 刘志方, 胡宴雯. (2009). 老年人阅读消失文本的眼动研究.心理发展与教育, 25(4), 63-67.闫国利, 张巧明, 白学军. (2013). 中文阅读知觉广度的影响因素研究. 心理发展与教育, 29(2),121-130.张学新, 方卓, 杜英春, 孔令跃, 张钦, 邢强. (2012). 顶中区N200:一个中文视觉词汇识别特有的脑电反应. 科学通报, 57(5), 332-347张兰兰, 闫国利, 王丽红. (2011). 老年人汉语阅读中预视效益的眼动研究. 应用心理学, 17(4), 318-324. |
[1] | 王敬欣, 赵赛男, 徐倩倩. 字间空格与词频对青年人和老年人阅读的影响:眼动研究[J]. 心理发展与教育, 2023, 39(6): 781-787. |
[2] | 高子惠, 焦雨, 王曦, 刘肖岑. 电子绘本文字的动静态呈现方式对幼儿阅读体验和学习效果的影响[J]. 心理发展与教育, 2023, 39(6): 817-824. |
[3] | 于晓, 张涵, 陈英和, 戚玥, 刘爱芳, 刘丽丽. 类比推理的眼动研究:揭示个体类比推理策略发展的有效手段[J]. 心理发展与教育, 2021, 37(6): 897-903. |
[4] | 施芳婷, 郑晨烨, 颜秀琳, 陆露, 王静梅, 邸波, 卢英俊. 5~6岁幼儿对不同文化背景卡通面孔再认的眼动研究[J]. 心理发展与教育, 2021, 37(3): 323-334. |
[5] | 马安然, 王燕青, 王福兴, 周治金. 教学微视频的播放速度对学习效果的影响[J]. 心理发展与教育, 2021, 37(3): 391-399. |
[6] | 辛聪, 张曼曼, 郭盈秀, 郭云飞, 陈幼贞. 前瞻记忆意向后效应的加工机制:来自眼动的证据[J]. 心理发展与教育, 2020, 36(2): 138-145. |
[7] | 刘志方, 仝文, 张骏. 中文阅读中词汇加工的年老化:眼动证据[J]. 心理发展与教育, 2019, 35(6): 665-677. |
[8] | 王薇, 徐知宇, 李永鑫, 程奕芸. 情绪主题绘本阅读对自闭症谱系障碍儿童情绪理解障碍的干预效果[J]. 心理发展与教育, 2019, 35(5): 566-572. |
[9] | 张骏, 仝文, 刘志方. 不同词长中文句子阅读知觉广度的年老化:眼动证据[J]. 心理发展与教育, 2019, 35(3): 312-319. |
[10] | 陈朝阳, 刘志方, 苏永强, 程亚华. 高低阅读技能聋生词汇加工的语境预测性效应特点:眼动证据[J]. 心理发展与教育, 2018, 34(6): 692-699. |
[11] | 童钰, 王福兴. 威胁性刺激蛇一定会被更快觉察吗?蛇与蜥蜴的对比[J]. 心理发展与教育, 2017, 33(5): 524-534. |
[12] | 李文静, 童钰, 王福兴, 康素杰, 刘华山, 杨超. 动画教学代理对多媒体学习的影响:学习者经验与偏好的调节作用[J]. 心理发展与教育, 2016, 32(4): 453-462. |
[13] | 钱莹莹, 王福兴, 段朝辉, 周宗奎. 动画速度和学习者经验对多媒体学习的影响[J]. 心理发展与教育, 2016, 32(2): 191-197. |
[14] | 张玉晶, 买合甫来提·坎吉, 阻木然提古丽·然木吐拉. 不同水平五年级维吾尔族学生母语阅读知觉广度[J]. 心理发展与教育, 2015, 31(6): 703-709. |
[15] | 白学军, 郭志英, 王永胜, 高晓雷, 闫国利. 老年人与青年人阅读空格文本的注视位置效应[J]. 心理发展与教育, 2015, 31(2): 171-179. |
|