中文词切分认知机制的眼动研究
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摘要
词是语言中最小且能独立运用的基本加工单位。和拼音文本书写系统不同,在中文书写文本中词与词之间缺乏明显的视觉词边界信息。那么,中文读者在阅读过程中是如何将文本切分成词单元而进行加工的呢?该问题的研究和解决,不仅是揭示中文阅读认知机制的一个关键环节,而且可为语言学领域的词切分技术提供依据。该问题的解决将直接促进机器翻译、自动语音识别、人-机对话等领域的发展。
本研究在前人研究的基础上,借助于在文本中新词学习这一特殊情境,采用先学习后测试的实验范式,探讨了中文读者在阅读中可能采用的词切分线索,以及这些不同种类的词切分线索在中文词切分过程中共同作用的方式。
本论文包含两项研究,共3个实验。研究一主要探讨中文新词学习中,低水平的视觉词切分线索——词间空格的促进效应受哪些因素所影响?研究二在研究一的基础上,进一步探讨中文新词学习中两种不同种类的词切分线索(低水平视觉词切分线索和高水平语言类词切分线索)是如何共同作用于词汇识别和词汇切分过程的?具体内容和主要研究结论如下：
研究一包含2个实验。实验1考察了中文新词学习中的空格效应是否受新词难易程度所调节。通过操纵构成新词语素的熟悉性,来构造两类难易程度不同的假词作为实验目标词,将其放在语境中供被试理解。实验2在实验1的基础上,继续考察不同位置词素的熟悉性是否也是调节该类空格效应的另一影响因素
研究二包含实验3。在该实验中,我们通过首词素和尾词素提供的偏向位置和当前实际位置是否相符,构建出三类不同的假词用以提供不同的词切分线索,探讨了两种不同种类的词切分线索(词间空格和词素的偏向位置)如何共同作用于中文阅读的词切分过程。两项研究均采用相同的实验范式,选取大学生群体作为研究对象来展开研究。
综合两项研究的结果,可以得出以下结论：
(1)中文新词学习中存在着典型的空格效应,即在词汇表征的形成阶段,词间空格的插入有助于词汇识别过程的进行。一旦词汇表征形成之后,词间空格的促进作用将会消失。
(2)中文新词学习中的空格效应,受新词难易程度的调节。相比于由两个熟悉词素构成的新词,词间空格在由两个不认识词素构成的新词中促进作用要小
(3)不同位置词素的熟悉性是调节空格效应量大小的另一个重要因素。相比于尾词素不熟悉,在首词素不熟悉的新词中词间空格的促进作用要大。
(4)词素的位置信息也是中文阅读中一种有效的语言学词切分线索。它不仅在词汇表征的形成阶段起作用,在词汇表征形成之后,其促进作用依旧存在。
(5)词间空格和词素的位置信息作为两种性质不同的词切分标记信息,它们相互独立,而非交互作用。相比于词间空格,词素的位置信息在中文阅读词切分过程中的促进作用持续时间长,并且作用范围广。
Word is generally considered to be the smallest basic processing unit, which could be used independently. Unlike alphabetic writing systems, Chinese text is written with continuous characters, without spaces between words. That raises a basis but important question:how Chinese readers segment text into words during reading Chinese text? The exploration of this issue is not only the key point of the cognitive mechanism of Chinese reading, but it also aids to develop the technique of word segmentation in the area of linguistics. Furthermore, the solution of this issue will contribute directly to the development in the field of computer translation, automatic speech recognition, and human-machine dialogue.
On the basis of the previous studies, the present study aimed to explore all the possible word segmentation cues during Chinese reading, especially we explored how these cues operate together on the process of word segmentation, in order to make clear with the basic processing unit of Chinese, and provide data and theoretical basis for the construction of the model in Chinese reading.
Two studies including three experiments were carried out. Study1explored what were the factors could influence the effects of word spacing, as a low-level visual word segmentation cue when reading and learning new vocabularies within sentential contexts. Based on the findings of Study1, the next study further investigated how two different types of word segmentation cues (word spacing as a low-level visual segmentation cue and character's positional frequency as a high-level linguistic word segmentation cue) operated on the process of word segmentation and word identification when learning new vocabularies during Chinese contexts. The detailed contents and main findings were shown as follows.
There were two experiments in Study1. In experiment1, we investigated whether the interword spacing effects was modulated by the ease of the new vocabularies. We constructed two types of two-character pseudowords as experimental target new vocabularies in accordance with the familiarity of the constituent characters composed of the new vocabularies. All the target words were put into several sentences, each of which provided a context to comprehend the novel words. In experiment2, we further investigated whether the familiarity of constituents with different positions in words modulated the facilitation effects of word spacing during the learning of new Chinese vocabularies.
In experiment3, three types of pseudowords were constructed based on each character's positional probability, providing congruent, incongruent, and no positional information respectively. Here, we aimed to address the two following questions:(a) whether visual and linguistic cues were used concurrently, or if one type of cue dominated the segmentation process; and (b) if visual and linguistic cues were found to be used concurrently when reading, then whether those cues had an additive or an interactive relationship.
All the three experiments in the present study adopted the same experimental paradigm, and the undergraduates were selected to take part in all the experiments. To summarize the findings of the three studies, the conclusion was made as follows.
(1) There was a typical word-spacing effect on the learning of new Chinese vocabularies during sentential contexts. The insertion of spaces between words facilitated the process on the formation of novel lexical representation. Once the novel word representation had been formed, the facilitation of word spacing would disappear.
(2) The effect of word-spacing on the acquisition of new vocabularies was modulated by the ease of novel word itself. Compared with the novel words comprised of two familiar constituent characters, word spacing played less facilitation than those novel words comprised of two unfamiliar constituent characters.
(3) The familiarity of constituents with different within-word positions was another factor to modulate the degree of word spacing effects when reading novel words during Chinese texts. Compared with the unfamiliarity of the constituent as being the word ending, word spacing was of more importance than when the unfamiliarity of the constituent as being the word beginning.
(4) Chinese readers adopted the character's positional frequency as one type of linguistic word demarcation cue to segment and identify the word as well. This type of word segmentation cue operated on the formation of novel word representation. In addition, it still worked after the lexical representation had been formed.
(5) Word spacing and character's positional frequency, as two different types of word segmentation cues, operated independently, rather interactively. Compared with the word spacing, character's positional frequency worked with a longer duration and a larger range.
本研究在前人研究的基础上,借助于在文本中新词学习这一特殊情境,采用先学习后测试的实验范式,探讨了中文读者在阅读中可能采用的词切分线索,以及这些不同种类的词切分线索在中文词切分过程中共同作用的方式。
本论文包含两项研究,共3个实验。研究一主要探讨中文新词学习中,低水平的视觉词切分线索——词间空格的促进效应受哪些因素所影响?研究二在研究一的基础上,进一步探讨中文新词学习中两种不同种类的词切分线索(低水平视觉词切分线索和高水平语言类词切分线索)是如何共同作用于词汇识别和词汇切分过程的?具体内容和主要研究结论如下：
研究一包含2个实验。实验1考察了中文新词学习中的空格效应是否受新词难易程度所调节。通过操纵构成新词语素的熟悉性,来构造两类难易程度不同的假词作为实验目标词,将其放在语境中供被试理解。实验2在实验1的基础上,继续考察不同位置词素的熟悉性是否也是调节该类空格效应的另一影响因素
研究二包含实验3。在该实验中,我们通过首词素和尾词素提供的偏向位置和当前实际位置是否相符,构建出三类不同的假词用以提供不同的词切分线索,探讨了两种不同种类的词切分线索(词间空格和词素的偏向位置)如何共同作用于中文阅读的词切分过程。两项研究均采用相同的实验范式,选取大学生群体作为研究对象来展开研究。
综合两项研究的结果,可以得出以下结论：
(1)中文新词学习中存在着典型的空格效应,即在词汇表征的形成阶段,词间空格的插入有助于词汇识别过程的进行。一旦词汇表征形成之后,词间空格的促进作用将会消失。
(2)中文新词学习中的空格效应,受新词难易程度的调节。相比于由两个熟悉词素构成的新词,词间空格在由两个不认识词素构成的新词中促进作用要小
(3)不同位置词素的熟悉性是调节空格效应量大小的另一个重要因素。相比于尾词素不熟悉,在首词素不熟悉的新词中词间空格的促进作用要大。
(4)词素的位置信息也是中文阅读中一种有效的语言学词切分线索。它不仅在词汇表征的形成阶段起作用,在词汇表征形成之后,其促进作用依旧存在。
(5)词间空格和词素的位置信息作为两种性质不同的词切分标记信息,它们相互独立,而非交互作用。相比于词间空格,词素的位置信息在中文阅读词切分过程中的促进作用持续时间长,并且作用范围广。
Word is generally considered to be the smallest basic processing unit, which could be used independently. Unlike alphabetic writing systems, Chinese text is written with continuous characters, without spaces between words. That raises a basis but important question:how Chinese readers segment text into words during reading Chinese text? The exploration of this issue is not only the key point of the cognitive mechanism of Chinese reading, but it also aids to develop the technique of word segmentation in the area of linguistics. Furthermore, the solution of this issue will contribute directly to the development in the field of computer translation, automatic speech recognition, and human-machine dialogue.
On the basis of the previous studies, the present study aimed to explore all the possible word segmentation cues during Chinese reading, especially we explored how these cues operate together on the process of word segmentation, in order to make clear with the basic processing unit of Chinese, and provide data and theoretical basis for the construction of the model in Chinese reading.
Two studies including three experiments were carried out. Study1explored what were the factors could influence the effects of word spacing, as a low-level visual word segmentation cue when reading and learning new vocabularies within sentential contexts. Based on the findings of Study1, the next study further investigated how two different types of word segmentation cues (word spacing as a low-level visual segmentation cue and character's positional frequency as a high-level linguistic word segmentation cue) operated on the process of word segmentation and word identification when learning new vocabularies during Chinese contexts. The detailed contents and main findings were shown as follows.
There were two experiments in Study1. In experiment1, we investigated whether the interword spacing effects was modulated by the ease of the new vocabularies. We constructed two types of two-character pseudowords as experimental target new vocabularies in accordance with the familiarity of the constituent characters composed of the new vocabularies. All the target words were put into several sentences, each of which provided a context to comprehend the novel words. In experiment2, we further investigated whether the familiarity of constituents with different positions in words modulated the facilitation effects of word spacing during the learning of new Chinese vocabularies.
In experiment3, three types of pseudowords were constructed based on each character's positional probability, providing congruent, incongruent, and no positional information respectively. Here, we aimed to address the two following questions:(a) whether visual and linguistic cues were used concurrently, or if one type of cue dominated the segmentation process; and (b) if visual and linguistic cues were found to be used concurrently when reading, then whether those cues had an additive or an interactive relationship.
All the three experiments in the present study adopted the same experimental paradigm, and the undergraduates were selected to take part in all the experiments. To summarize the findings of the three studies, the conclusion was made as follows.
(1) There was a typical word-spacing effect on the learning of new Chinese vocabularies during sentential contexts. The insertion of spaces between words facilitated the process on the formation of novel lexical representation. Once the novel word representation had been formed, the facilitation of word spacing would disappear.
(2) The effect of word-spacing on the acquisition of new vocabularies was modulated by the ease of novel word itself. Compared with the novel words comprised of two familiar constituent characters, word spacing played less facilitation than those novel words comprised of two unfamiliar constituent characters.
(3) The familiarity of constituents with different within-word positions was another factor to modulate the degree of word spacing effects when reading novel words during Chinese texts. Compared with the unfamiliarity of the constituent as being the word ending, word spacing was of more importance than when the unfamiliarity of the constituent as being the word beginning.
(4) Chinese readers adopted the character's positional frequency as one type of linguistic word demarcation cue to segment and identify the word as well. This type of word segmentation cue operated on the formation of novel word representation. In addition, it still worked after the lexical representation had been formed.
(5) Word spacing and character's positional frequency, as two different types of word segmentation cues, operated independently, rather interactively. Compared with the word spacing, character's positional frequency worked with a longer duration and a larger range.
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