Processing and memory of central versus peripheral information as a function of reading goals: evidence from eye-movements

详细信息    查看全文

• 作者：Menahem Yeari ; Paul van den Broek ; Marja Oudega
• 关键词：Reading goals ; Centrality ; Online processing ; Reading time ; Text memory ; Eye tracking ; Close ; ended questions ; Open ; ended questions
• 刊名：Reading and Writing
• 出版年：2015
• 出版时间：October 2015
• 年：2015
• 卷：28
• 期：8
• 页码：1071-1097
• 全文大小：565 KB
• 参考文献：Albrecht, J. E., & O’Brien, E. J. (1991). Effects of centrality on retrieval of text-based concepts. Journal of Experimental Psychology. Learning, Memory, and Cognition, 17, 932.CrossRef
  Biggs, J. B. (1987). Study process questionnaire manual. Student approaches to learning and studying. Hawthorn: Australian Council for Educational Research.
  Birkmire, D. P. (1985). Text processing: The influence of text structure, background knowledge, and purpose. Reading Research Quarterly, 20, 314-26.CrossRef
  Blanchard, H. E., & Iran-Nejad, A. (1987). Comprehension processes and eye movement patterns in the reading of surprise-ending stories. Discourse Processes, 10, 127-38.CrossRef
  Bower, G. H. (1976). Experiments on story understanding and recall. Quarterly Journal of Experimental Psychology, 28, 511-34.CrossRef
  Britton, B. K., Meyer, B. J. F., Hodge, M. H., & Glynn, S. M. (1980). Effects of the organization of text on memory: Tests of retrieval and response criterion hypotheses. Journal of Experimental Psychology. Learning, Memory, and Cognition, 6, 620-29.CrossRef
  Britton, B. K., Meyer, B. J. E., Simpson, R., Holdredge, T. S., & Curry, C. (1979). Effects of the organization of text on memory: Tests of two implications of a selective attention hypothesis. Journal of Experimental Psychology: Human Learning and Memory, 5, 496-06.
  Britton, B. K., Muth, K. D., & Glynn, S. M. (1986). Effects of text organization on memory: Test of a cognitive effort hypothesis with limited exposure time. Discourse Processes, 9, 475-87.CrossRef
  Brown, A. L., & Smiley, S. S. (1977). Rating the importance of structural units of prose passages: A problem of metacognitive development. Child Development, 48, 1-.CrossRef
  Cirilo, R. K., & Foss, D. J. (1980). Text structure and reading time for sentences. Journal of Verbal Learning and Verbal Behavior, 19, 96-09.CrossRef
  Clark, H. H. (1977). Bridging. In P. N. Johnson-Laird & P. C. Wason (Eds.), Thinking: Readings in cognitive science (pp. 411-20). London: Cambridge University Press.
  Clifton, C., Staub, A., & Rayner, K. (2007). Eye movements in reading words and sentences. In R. van Gompel, M. H. Fischer, W. S. Murray, & R. L. Hill (Eds.), Eye movements: A window on mind and brain (pp. 341-72). Oxford: Elsevier.CrossRef
  Craik, E. I., & Lockhart, R. S. (1972). Levels of processing: A framework for memory research. Journal of Verbal Learning and Verbal Behavior, 11, 671-84.CrossRef
  Foos, P. W., & Clark, M. C. (1983). Learning from text: Effects of input order and expected test. Human Learning, 2, 177-85.
  Frazier, L., & Rayner, K. (1982). Making and correcting errors during sentence comprehension: Eye movements in the analysis of structurally ambiguous sentences. Cognitive Psychology, 14, 178-10.CrossRef
  Goetz, E. T., Schallert, D. L., Reynolds, R. E., & Radin, D. I. (1983). Reading in perspective: What real cops and pretend burglars look for in a story. Journal of Educational Psychology, 75, 500-10.CrossRef
  Gomulicki, B. R. (1956). Recall as an abstractive process. Acta Psychologica, 12, 77-4.CrossRef
  Hy?n?, J., Lorch, R. F, Jr, & Kaakinen, J. K. (2002). Individual differences in reading to summarize expository text: Evidence from eye fixation patterns. Journal of Educational Psychology, 94, 44.CrossRef
  Hy?n?, J., & Niemi, P. (1990). Eye movements in repeated reading of a text. Acta Psychologies, 73, 259-80.CrossRef
  Kaakinen, J. K., & Hy?n?, J. (2005). Perspective effects on expository text comprehension: Evidence from think-aloud protocols, eyetracking and recall. Discourse Processes, 40, 239-57.CrossRef
  Kaakinen, J. K., & Hy?n?, J. (2008). Perspective-driven text comprehension. Applied Cognitive Psychology, 22, 319-34.CrossRef
  Kaakinen, J. K., Hy?n?, J., & Keenan, J. (2002). Perspective effects on on-line text processing. Discourse Processes, 33, 159-73.CrossRef
  Kaakinen, J. K., Hy?n?, J., & Keenan, J. M. (2003). How prior knowledge, working memory capacity, and relevance of information affect eye-fixations in expository text. Journal of Experimental Psychology. Learning, Memory, and Cognition, 29, 447-57.CrossRef
  Keenan, J. M., & Brown, P. (1984). Children’s reading rate and retention as a function of the number of propositions in a text. Child Development, 55, 1556-569.CrossRef
  Kintsch, W. (1988). The role of knowledge in discourse comprehension: A construction–integration model. Psychological Review, 95, 163-82.CrossRef
  Kintsch, W. (1998). Comprehension: A paradigm for cognition. New York: Cambridge University Press.
  Kintsch, W., Kozminsky, E., Streby, W. J., McKoon, G., & Keenan, J. M. (1975). Comprehension and recall of text as a function of content variables. Journal of Verbal Learning and Verbal Behavior, 14, 196-14.CrossRef
  Linderholm, T., & van den Broek, P. (2002). The effects of reading purpose and working memory capacity on the processing of expository text. Jour
• 作者单位：Menahem Yeari (1) (2)
  Paul van den Broek (2)
  Marja Oudega (2)
  
  1. School of Education, Bar Ilan University, 52900, Ramat Gan, Israel
  2. Leiden University, Leiden, The Netherlands
  
• 刊物类别：Humanities, Social Sciences and Law
• 刊物主题：Linguistics
  Languages and Literature
  Psycholinguistics
  Education
  Neurology
  Interdisciplinary Studies
  
• 出版者：Springer Netherlands
• ISSN：1573-0905

文摘

The present study examined the effect of reading goals on the processing and memory of central and peripheral textual information. Using eye-tracking methodology, we compared the effect of four common reading goals—entertainment, presentation, studying for a close-ended (multiple-choice) questions test, and studying for an open-ended questions test—on the specific reading time of central and peripheral information and the overall reading time of expository texts. Text memory was tested using multiple-choice questions. Results showed that readers devoted more time to central information than peripheral information during initial reading, regardless of reading goal, but that they adjusted their rereading to the reading goal, with total reading time being longer for central information under some (entertainment and presentation) but not all (open-ended and close-ended questions tests) reading goals. Moreover, readers devoted more time to reading the texts for a study purpose (test or presentation) than for an entertainment purpose, and devoted more time in reading the texts to answer open-ended questions than close-ended questions. Finally, we found that readers remembered more central information than peripheral information under all reading goals. These findings suggest that centrality affects readers-early processing of text whereas reading goals only affect subsequent processing. Interestingly, processing time during reading predicted memory for peripheral information but not for central information. Keywords Reading goals Centrality Online processing Reading time Text memory Eye tracking Close-ended questions Open-ended questions