2~5年级小学生汉语阅读知觉广度的发展轨迹

doi:10.16187/j.cnki.issn1001-4918.2025.03.01

摘要/Abstract

摘要： 阅读知觉广度是指读者在一次注视时能够获得有效信息的范围。以往研究中,系统探讨不同年级小学生汉语阅读知觉广度的实验尚不多见。本研究使用移动窗口技术,探讨小学2~5年级学生阅读知觉广度的发展轨迹。通过要求所有被试阅读一般通用材料(即二年级水平材料)以及与年龄相匹配的材料,考察不同年级学生的阅读知觉广度。结果发现当所有年级均阅读一般通用材料时,二年级的阅读广度为注视点右侧2个汉字,三到五年级为3个汉字;当阅读年龄匹配材料时,所有年级的阅读知觉广度均为右侧2个汉字。本研究结果说明,材料难度调节小学生的阅读知觉广度。本研究为构建汉语儿童阅读的眼动模型提供了数据支持,同时对于指导小学语文阅读教学具有一定的参考价值。

关键词: 小学生, 阅读发展, 知觉广度, 移动窗口范式

Abstract: The area from which readers extract useful information during a single fixation is termed as perceptual span. There have been no studies so for to systematically investigate the developmental perceptual span during Chinese reading. Using moving-window paradigm, the present study mainly investigated the developmental trajectory of perceptual span from second graders to fifth graders. All the participants were asked to read age-appropriate materials, students from third to fifth graders were also required to read common reading materials, that’s Grade 2 materials. The results found that when all the graders read common reading materials, the perceptual span for second graders is 2 characters to the right of fixation, while 3 characters to the right of fixation for third and higher graders. However, when reading age-appropriate materials, the perceptual span is 2 characters to the right of fixation for all the grades, suggesting that the difficulty of reading material modulates perceptual span. The results not only provide data supporting for the construction of eye movement models for Chinese children’s reading, but also have some pedagogical value for guiding Chinese reading teaching.

Key words: primary students, reading development, perceptual span, moving-window paradigm

中图分类号:

B844

李赛男, 王亚丽, 袁小源, 刘妮娜, 赵淑萍, 闫国利. 2~5年级小学生汉语阅读知觉广度的发展轨迹[J]. 心理发展与教育, 2025, 41(3): 305-312.

LI Sainan, WANG Yali, YUAN Xiaoyuan, LIU Nina, ZHAO Shuping, YAN Guoli. The Developmental Trajectory of Perceptual Span from Second Graders to Fifth Graders[J]. Psychological Development and Education, 2025, 41(3): 305-312.

参考文献

Bélanger, N. N., Slattery, T. J., Mayberry, R. I., & Rayner, K. (2012). Skilled deaf readers have an enhanced perceptual span in reading. Psychological Science, 23(7), 816-823.
Blythe, H. I., & Joseph, H. S. (2011). Children’s eye movements during reading. In S. P. Liversedge, I. Gilchrist, & S. Everling (Eds.),The Oxford handbook of eye movements (pp. 643-662). Oxford: Oxford University Press.
Blythe, H. I., Liang, F., Zang, C., Wang, J., Yan, G., Bai, X., & Liversedge, S. P. (2012). Inserting spaces into Chinese text helps readers to learn new words: An eye movement study. Journal of Memory and Language, 67(2), 241-254.
Feng, G., Miller, K., Shu, H., & Zhang, H. (2009). Orthography and the development of reading processes: An eye-movement study of Chinese and English.Child Development,80(3), 720-735.
Häikiö, T., Bertram, R., Hyönä, J., & Niemi, P. (2009). Development of the letter identity span in reading: Evidence from the eye movement moving window paradigm.Journal of Experimental Child Psychology, 102(2), 167-181.
Henderson, J. M., & Ferreira, F. (1990). Effects of foveal processing difficulty on the perceptual span in reading: Implications for attention and eye movement control.Journal of Experimental Psychology: Learning, Memory, and Cognition, 16, 417-429.
Inhoff, A. W., & Liu, W. (1998). The perceptual span and oculomotor activity during the reading of Chinese sentences.Journal of Experimental Psychology: Human Perception and Performance, 24(1), 20-34.
Li, X., & Pollatsek, A. (2020). An integrated model of word processing and eye-movement control during Chinese reading. Psychological Review, 6, 1139-1162.
Mancheva, L., Reichle, E. D., Lemaire, B., Valdois, S., Ecalle, J., & Guérin-Dugué, A. (2015). An analysis of reading skill development using E-Z Reader.Journal of Cognitive Psychology, 27(5), 657-676.
McConkie, G. W., & Rayner, K. (1975). The span of the effective stimulus during a fixation in reading.Perception & Psychophysics, 17, 578-586.
Meixner, J, M., Nixon, J, S.,& Laubrock, J. (2022). The perceptual span in dynamically adjusted in response to foveal load by beginning readers. Journal of Experimental Psychology: General, 151(6), 1219-1232.
Perfetti, C. (2007). Reading ability: Lexical quality to comprehension.Scientific Studies of Reading, 11(4), 357-383.
R Core Team. (2015). The R Project for Statistical Computing. Available at http: //www.R-project.org/
Rayner, K. (1986). Eye movements and the perceptual span in beginning and skilled readers.Journal of Experimental Child Psychology, 41(2), 211-236.
Rayner, K. (2014). The gaze-contingent moving window in reading: Development and review.Visual Cognition, 22(3-4), 242-258.
Reichle, E. D., Liversedge, S. P., Drieghe, D., Blythe, H. I., Joseph, H. S., White, S. J., & Rayner, K. (2013). Using E-Z Reader to examine the concurrent development of eye-movement control and reading skill. Developmental Review, 33(2), 110-149.
Shu, H., Chen, X., Anderson, R. C., Wu, N., & Xuan, Y. (2003). Properties of school Chinese: Implications for learning to read. Child Development, 74 (1), 27-47.
Sperlich, A., Daniel, J. S.,& Laubrock, J. (2015). When preview starts to matter: Development of the perceptual span in German beginning readers. Journal of Cognitive Psychology, 27(5), 511-530.
Sperlich, A., Meixner, J., & Laubrock, J. (2016). Development of the perceptual span in reading: A longitudinal study. Journal of Experimental Child Psychology,146,181-201.
Tiffin-Richards, S. P., & Schroeder, S. (2015). Children’s and adults' parafoveal processes in German: Phonological and orthographic effects. Journal of Cognitive Psychology, 27(5), 531-548.
Yan, M., Li, H., Su, Y., Cao, Y., & Pan, J. (2020). The perceptual span and individual differences among Chinese children. Scientific Studies of Reading, 24(6),520-530.
Zang, C., Liang, F., Bai, X., Yan, G., & Liversedge, S. P. (2013). Interword spacing and landing position effects during Chinese reading in children and adults. Journal of Experimental Psychology: Human Perception and Performance, 39(3), 720-734.
Zhou, W., Shu, H., Miller, K., & Yan, M. (2018). Reliance on orthography and phonology in reading of Chinese: A developmental study. Journal of Research in Reading, 41(2), 370-391.
李赛男,闫国利,王亚丽,刘敏,赵淑萍. (2021). 一年级小学生阅读知觉广度的眼动研究.心理与行为研究,19(5), 606-611.
李文玲,舒华. (2016). 儿童阅读的世界Ⅲ:让孩子学会阅读的教育理论研究.北京:北京师范大学出版社.
梁菲菲,王永胜,杨文,白学军. (2017). 阅读水平调节儿童阅读眼动注视模式的发展:基于9-11岁儿童的证据.心理学报, 49(4), 450-459.
熊建萍,闫国利,白学军. (2009). 不同年级学生汉语阅读知觉广度的眼动研究.心理科学, 32(3), 584-587.
闫梦格,李虹,李宜逊,周雪莲,回懿,程亚华,伍新春. (2020). 识字量和词汇知识在儿童阅读发展中的相对重要性. 心理发展与教育, 36(3), 311-317.
闫国利,李赛男,王亚丽,刘敏,王丽红. (2018). 小学二年级学生汉语阅读知觉广度的眼动研究.心理科学,41(4), 849-855.
闫国利,王丽红,巫金根,白学军.(2011).不同年级学生阅读知觉广度及预视效益的眼动研究. 心理学报,43(3),249-263.
闫国利,熊建萍,臧传丽,余莉莉,崔磊,白学军. (2013). 阅读研究中的主要眼动指标评述. 心理科学进展,21(4), 589-605.
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.
张骏,仝文,刘志方. (2019). 不同词长中文句子阅读知觉广度的年老化:眼动证据. 心理发展与教育,35(3), 312-319.

相关文章 15

[1]	邓宇泽, 杨佳奇, 朱芷滢, 王烨晖. 小学生社会情感能力、师生关系和同伴关系:一项交叉滞后研究[J]. 心理发展与教育, 2025, 41(3): 322-331.
[2]	余宾, 郭成, 缪华灵, 彭于珏. 师生关系与小学生攻击行为的关系:自尊和亲子亲合的作用[J]. 心理发展与教育, 2025, 41(1): 99-108.
[3]	李文辉, 王迦乐, 祖静, 李婵. 小学生自我控制、孤独感与社交焦虑的关系: 一项交叉滞后分析[J]. 心理发展与教育, 2024, 40(5): 687-694.
[4]	谭利华, 冯士季. 教师自主支持与小学生的科学学习无畏：学习兴趣和创造力效能感的中介作用[J]. 心理发展与教育, 2024, 40(3): 375-383.
[5]	张鹏程, 李喜, 韩午阳, 沈永江. 睡眠不足对中小学生负性情绪的影响:一个链式中介模型[J]. 心理发展与教育, 2023, 39(3): 402-409.
[6]	李继娜, 王玮玮, 张维军, 屈智勇. 累积创伤对儿童复杂性创伤后应激障碍的影响：经验回避与消极认知情绪调节策略的中介作用[J]. 心理发展与教育, 2022, 38(5): 683-691.
[7]	汪玥, 张豹, 周晖. 中小学生正念注意觉知与心理健康：情绪调节和积极重评的跨时间中介作用[J]. 心理发展与教育, 2022, 38(5): 692-702.
[8]	沈怡佳, 张国华, 何健康, 罗丽兰, 韩锦涛, 江波. 父母学习陪伴与小学生学业不良的关系:亲子学业沟通的中介作用和学习负担的调节作用[J]. 心理发展与教育, 2021, 37(6): 826-833.
[9]	闫梦格, 李虹, 李宜逊, 周雪莲, 回懿, 程亚华, 伍新春. 识字量和词汇知识在儿童阅读发展中的相对重要性[J]. 心理发展与教育, 2020, 36(3): 311-317.
[10]	高雯, 朱进慧, 方臻. 父亲参与教养对小学生攻击行为的影响:母亲育儿压力的部分中介效应[J]. 心理发展与教育, 2020, 36(1): 84-93.
[11]	刘敏, 李赛男, 刘妮娜, 王正光, 闫国利. 2~5年级小学生汉字识别中预视效应的发展研究[J]. 心理发展与教育, 2019, 35(4): 447-457.
[12]	郭筱琳, 何苏日那, 秦欢, 刘春晖, 罗良. 亲子间教育期望差异对小学生情感幸福感的影响:学业成绩和学业自我效能感的中介作用[J]. 心理发展与教育, 2019, 35(4): 467-477.
[13]	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.
[14]	刘涵隆, 赵婧. 汉语发展性阅读障碍儿童视觉注意广度的发展及其对阅读流畅性的作用[J]. 心理发展与教育, 2018, 34(5): 533-540.
[15]	洪伟, 刘儒德, 甄瑞, 蒋舒阳, 金芳凯. 成就目标定向与小学生数学学习投入的关系:学业拖延和数学焦虑的中介作用[J]. 心理发展与教育, 2018, 34(2): 191-199.

多维度评价

Viewed

Full text

Abstract

Cited

Shared

Discussed