儿童和成人阅读中的眼动控制：词边界信息的作用
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摘要
在阅读过程中,眼睛何时(when)发生眼跳,下一次眼跳会落在什么位置(where)?眼动行为是由正在进行的语言加工引导的,还是由低水平的眼球运动策略决定的?近年来,探讨阅读中的眼动控制是当前眼动研究中相当活跃的领域。国外学者通过构建不同的眼动控制模型来试图回答这两个基本问题。然而,研究者在这一基本问题上一直以来都存在很多分歧和争议。本研究在以往研究的基础上,试图探讨在中文阅读中,低水平的词边界信息对中文词汇识别、句子阅读和眼动控制的影响。
论文包括三项研究,共6个实验。研究-和研究二主要基于时间的眼动分析角度,探讨词边界信息在词汇识别和句子阅读中的作用。研究三主要基于空间位置的眼动分析角度,探讨词边界信息在眼动控制中的作用。其具体内容和主要研究结论如下：
研究-包括2个实验,均以能熟练阅读的成人为被试,探讨词边界信息对成人词汇识别和句子阅读的影响。实验1采用空格标记词的边界,在句子中设置四种呈现条件：正常无空格条件；每一个词之间插入空格(词间空格条件)；每一个字之间插入空格(字间空格条件)；在不同的字之间插入空格,这些字形成非词(非词空格条件)。让读者阅读这四种不同词边界信息的句子,并记录读者的眼动情况。为排除不同条件下句子空间信息分布的差异,实验2采用阴影标记,并设计四种同样的条件：正常的句子(正常条件)；使用阴影标记每一个词；使用阴影标记每一个字；使用阴影标记不同的字以形成非词。从而验证实验1的结果是否具有推广性。
研究二包括3个实验,均以小学三年级学生为被试,探讨词边界信息对初学者词汇识别和句子阅读的影响,并进一步验证研究一的结果是否归因于读者的阅读经验以及对正常文本呈现方式的熟悉性。实验3和4的文本呈现方式分别与实验1和2相同,即实验3采用空格切分,实验4采用阴影标识。在此基础上,实验5进一步操纵小学三年级学生的阅读技能,探讨三年级小学生的阅读技能在词间空格效应中是否起调节作用。
研究三探讨儿童和成人在阅读过程中的词间空格和注视位置效应。实验操纵了两种呈现条件：正常无空格条件和词间空格条件。选择了两个年龄组被试：儿童(8-9岁)和成人(20-22岁)。通过分析不同注视事件中的首次注视位置、不同首次注视位置上的再注视概率以及再注视位置等一系列指标,对儿童和成人在中文阅读过程中的注视位置效应进行直接比较,并进一步揭示词边界信息对儿童和成人眼动控制的影响。
综合三项研究的结果,得出以下结论：
(1)在中文阅读过程中,词之间插入空格(或者采用阴影标记词)对总体阅读效率不会产生任何程度上的干扰。相反,字间空格和非词空格条件(或者采用阴影标记字和非词)使阅读速度显著降低。
(2)儿童和成人在阅读过程中存在基本的发展趋势。成人能更有效地进行词汇识别,在眼跳定位上采取更为灵活的眼跳策略。
(3)儿童和成人在阅读有词间空格的文本和正常的无空格文本一样容易。而且,词间空格在词汇加工的早期阶段表现出明显的边界分割优势,在同等程度上提高了儿童和成人的词汇搜索速度、促进了儿童和成人的早期词汇识别。
(4)词边界信息对眼动的引导作用在不同的注视事件中存在分离的现象。当在双字词上只有一次注视时,不论在阅读中是否存在词间空格,儿童和成人的眼跳能够准确地定位于词的中心(最佳注视位置)；而当在双字词上有多次注视时,与正常无空格条件相比,词间空格条件下的首次注视位置更接近于单词的中心。但总体上,当在一个词上进行多次注视时,儿童和成人往往首先注视词的开头,然后计划一次词内再注视。
(5)结果支持“眼睛移动到何处”的决定是以词为基础的,即选择一个词作为下一次眼跳的目标。
When do our eyes move, and where do they move next during reading? Are eye movements behavior guided by moment-to-moment cognitive processes or are they controlled by low-level oculomotor strategies? Recently, the study of eye movement control in reading is a flourishing field of research. Given that the two issues are so fundamental to reading behavior, researchers have been endeavoring to develop different types of computational models in terms how well they explain when and where readers fixate during reading. However, they are still under debate to these issues. Based on the previous studies, the role of low-level word boundary information on word identification and eye movement control during Chinese reading was investigated.
Three studies including six experiments were carried out. In Study 1 and 2, the temporal aspect of eye-movement behavior, the "when" decision, was the focus analysis, to examine the role of word boundary information on word identification and sentence reading performance. In Study 3, the spatial aspect of eye-movement behavior, the "where" decision, was the focus analysis, to examine the role of word boundary information in guiding eye movement behavior. The detailed contents and main findings were shown as follows.
In Study 1, two experiments were included, and the skilled adults were selected as the participants. In Experiment 1, sentences were constructed with four types of spacing information:normal unspaced text, text with spaces between words, text with spaces between characters that yielded nonwords, and text with spaces between every character. Adults'eye movements were monitored as they read text that did or did not demark word boundary information. In Experiment 2, highlighting was used to create analogous conditions to Experiment 1 but controlling the spatial extent of sentences:normal Chinese text, text with highlighting used to mark words, text with highlighting that yielded nonwords, and text with highlighting to mark each character, to replicate the findings from experiment 1.
In Study 2, three experiments were included, and the third graders were selected as the participants. This study aimed at exploring the role of word boundary information in beginners' reading, and further examining whether the spacing effect obtained from Study 1 was due to the reading skills and the familiarity with the text presentation for readers. In Experiment 3 and 4, the presentation condition was identical to Experiment 1 and 2, separately. That is, spaces were used in Experiment 3, and highlighting was used in Experiment 4, to demarcate the word boundary. In Experiment 5, the reading skills of third graders were manipulated to examine whether the spacing effect was mediated by reading skills.
In Study 3, inter-word spacing and landing position effect during spaced and unspaced text reading in children and adults were investigated. The presentation condition (normal unspaced and word spaced text) and participant group (children and adults) were manipulated. The eye movement measures reflecting the spatial aspect like initial landing position in different fixation cases, refixation probability and location as a function of initial landing position, etc, were analyzed. The landing position effect was directly compared between children and adults when reading spaced and unspaced Chinese text, and to examine the influence of word boundary information in guiding eye movement behaviour.
To summarize the findings of the three studies, the conclusion was made as follows.
(1) Demarcating word boundaries either through the use of spaces or highlighting during Chinese reading did not interfere with reading. By contrast, nonword spacing and a space (or using highlighting) between every character decreased reading speed.
(2) There were basic developmental differences in eye movement behavior between children and adults. Compared to children, adults adopted much more effective and flexible strategy to identify a word and to target a position of the word. These differences were due to the reading proficiency and the oculomotor control skills of readers.
(3) Sentences with word spaced format were as easy to read as the unspaced text for both children and adults. Furthermore, interword spaces demonstrated an advantage for its clear word segmentation during the early lexical processing. It facilitated access to the word and the early word identification, and this effect occurred to a very similar degree for both children and adults.
(4) The role of word boundary information in guiding eye movement behavior indicated an interesting dissociation in different fixation cases. When a word was read with a single fixation, children and adults made their saccades perfectly to a word center (optimal viewing position) whatever the text was spaced or unspaced. When a multiple fixations was made on a word, the initial landing position was further into a word when reading word spaced text compared to normal unspaced text. Whereas for the multiple fixation cases, children and adults tended to fixate a word beginning, and then make an intraword refixation.
(5) The decision about where to move the eyes during Chinese reading is word based, that is, a word object is selected as the next saccade target. v
论文包括三项研究,共6个实验。研究-和研究二主要基于时间的眼动分析角度,探讨词边界信息在词汇识别和句子阅读中的作用。研究三主要基于空间位置的眼动分析角度,探讨词边界信息在眼动控制中的作用。其具体内容和主要研究结论如下：
研究-包括2个实验,均以能熟练阅读的成人为被试,探讨词边界信息对成人词汇识别和句子阅读的影响。实验1采用空格标记词的边界,在句子中设置四种呈现条件：正常无空格条件；每一个词之间插入空格(词间空格条件)；每一个字之间插入空格(字间空格条件)；在不同的字之间插入空格,这些字形成非词(非词空格条件)。让读者阅读这四种不同词边界信息的句子,并记录读者的眼动情况。为排除不同条件下句子空间信息分布的差异,实验2采用阴影标记,并设计四种同样的条件：正常的句子(正常条件)；使用阴影标记每一个词；使用阴影标记每一个字；使用阴影标记不同的字以形成非词。从而验证实验1的结果是否具有推广性。
研究二包括3个实验,均以小学三年级学生为被试,探讨词边界信息对初学者词汇识别和句子阅读的影响,并进一步验证研究一的结果是否归因于读者的阅读经验以及对正常文本呈现方式的熟悉性。实验3和4的文本呈现方式分别与实验1和2相同,即实验3采用空格切分,实验4采用阴影标识。在此基础上,实验5进一步操纵小学三年级学生的阅读技能,探讨三年级小学生的阅读技能在词间空格效应中是否起调节作用。
研究三探讨儿童和成人在阅读过程中的词间空格和注视位置效应。实验操纵了两种呈现条件：正常无空格条件和词间空格条件。选择了两个年龄组被试：儿童(8-9岁)和成人(20-22岁)。通过分析不同注视事件中的首次注视位置、不同首次注视位置上的再注视概率以及再注视位置等一系列指标,对儿童和成人在中文阅读过程中的注视位置效应进行直接比较,并进一步揭示词边界信息对儿童和成人眼动控制的影响。
综合三项研究的结果,得出以下结论：
(1)在中文阅读过程中,词之间插入空格(或者采用阴影标记词)对总体阅读效率不会产生任何程度上的干扰。相反,字间空格和非词空格条件(或者采用阴影标记字和非词)使阅读速度显著降低。
(2)儿童和成人在阅读过程中存在基本的发展趋势。成人能更有效地进行词汇识别,在眼跳定位上采取更为灵活的眼跳策略。
(3)儿童和成人在阅读有词间空格的文本和正常的无空格文本一样容易。而且,词间空格在词汇加工的早期阶段表现出明显的边界分割优势,在同等程度上提高了儿童和成人的词汇搜索速度、促进了儿童和成人的早期词汇识别。
(4)词边界信息对眼动的引导作用在不同的注视事件中存在分离的现象。当在双字词上只有一次注视时,不论在阅读中是否存在词间空格,儿童和成人的眼跳能够准确地定位于词的中心(最佳注视位置)；而当在双字词上有多次注视时,与正常无空格条件相比,词间空格条件下的首次注视位置更接近于单词的中心。但总体上,当在一个词上进行多次注视时,儿童和成人往往首先注视词的开头,然后计划一次词内再注视。
(5)结果支持“眼睛移动到何处”的决定是以词为基础的,即选择一个词作为下一次眼跳的目标。
When do our eyes move, and where do they move next during reading? Are eye movements behavior guided by moment-to-moment cognitive processes or are they controlled by low-level oculomotor strategies? Recently, the study of eye movement control in reading is a flourishing field of research. Given that the two issues are so fundamental to reading behavior, researchers have been endeavoring to develop different types of computational models in terms how well they explain when and where readers fixate during reading. However, they are still under debate to these issues. Based on the previous studies, the role of low-level word boundary information on word identification and eye movement control during Chinese reading was investigated.
Three studies including six experiments were carried out. In Study 1 and 2, the temporal aspect of eye-movement behavior, the "when" decision, was the focus analysis, to examine the role of word boundary information on word identification and sentence reading performance. In Study 3, the spatial aspect of eye-movement behavior, the "where" decision, was the focus analysis, to examine the role of word boundary information in guiding eye movement behavior. The detailed contents and main findings were shown as follows.
In Study 1, two experiments were included, and the skilled adults were selected as the participants. In Experiment 1, sentences were constructed with four types of spacing information:normal unspaced text, text with spaces between words, text with spaces between characters that yielded nonwords, and text with spaces between every character. Adults'eye movements were monitored as they read text that did or did not demark word boundary information. In Experiment 2, highlighting was used to create analogous conditions to Experiment 1 but controlling the spatial extent of sentences:normal Chinese text, text with highlighting used to mark words, text with highlighting that yielded nonwords, and text with highlighting to mark each character, to replicate the findings from experiment 1.
In Study 2, three experiments were included, and the third graders were selected as the participants. This study aimed at exploring the role of word boundary information in beginners' reading, and further examining whether the spacing effect obtained from Study 1 was due to the reading skills and the familiarity with the text presentation for readers. In Experiment 3 and 4, the presentation condition was identical to Experiment 1 and 2, separately. That is, spaces were used in Experiment 3, and highlighting was used in Experiment 4, to demarcate the word boundary. In Experiment 5, the reading skills of third graders were manipulated to examine whether the spacing effect was mediated by reading skills.
In Study 3, inter-word spacing and landing position effect during spaced and unspaced text reading in children and adults were investigated. The presentation condition (normal unspaced and word spaced text) and participant group (children and adults) were manipulated. The eye movement measures reflecting the spatial aspect like initial landing position in different fixation cases, refixation probability and location as a function of initial landing position, etc, were analyzed. The landing position effect was directly compared between children and adults when reading spaced and unspaced Chinese text, and to examine the influence of word boundary information in guiding eye movement behaviour.
To summarize the findings of the three studies, the conclusion was made as follows.
(1) Demarcating word boundaries either through the use of spaces or highlighting during Chinese reading did not interfere with reading. By contrast, nonword spacing and a space (or using highlighting) between every character decreased reading speed.
(2) There were basic developmental differences in eye movement behavior between children and adults. Compared to children, adults adopted much more effective and flexible strategy to identify a word and to target a position of the word. These differences were due to the reading proficiency and the oculomotor control skills of readers.
(3) Sentences with word spaced format were as easy to read as the unspaced text for both children and adults. Furthermore, interword spaces demonstrated an advantage for its clear word segmentation during the early lexical processing. It facilitated access to the word and the early word identification, and this effect occurred to a very similar degree for both children and adults.
(4) The role of word boundary information in guiding eye movement behavior indicated an interesting dissociation in different fixation cases. When a word was read with a single fixation, children and adults made their saccades perfectly to a word center (optimal viewing position) whatever the text was spaced or unspaced. When a multiple fixations was made on a word, the initial landing position was further into a word when reading word spaced text compared to normal unspaced text. Whereas for the multiple fixation cases, children and adults tended to fixate a word beginning, and then make an intraword refixation.
(5) The decision about where to move the eyes during Chinese reading is word based, that is, a word object is selected as the next saccade target. v
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1、研究一的英文版已发表在《Journal of Experimental Psychology:Human Perception and Performance》,2008,34(5):1277-1287。
2、研究二已发表在《心理学报》,2010，42(2)：159-172。
3、研究三的英文版拟投到《Psychonomic Bulletin & Review》。
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1、研究一的英文版已发表在《Journal of Experimental Psychology:Human Perception and Performance》,2008,34(5):1277-1287。
2、研究二已发表在《心理学报》,2010，42(2)：159-172。
3、研究三的英文版拟投到《Psychonomic Bulletin & Review》。