语篇阅读中精加工推理的实验研究
|
摘要
对精加工推理的研究是阅读理解研究中一个非常重要的领域。精加工推理是指超越原文的信息、激活相关背景知识而进行的推理。纵观国外对精加工推理的研究，绝大多数的研究都集中在探讨精加工推理的机制方面；由于不同研究者所使用的方法、材料和被试的差别，所得到的研究结论不尽相同；而且探讨不同年龄读者精加工推理发展的年龄特征的研究相对较少。
本研究应用计算机累积窗口技术，通过两个实验探讨语篇阅读中的精加工推理。实验一以80名大学生为被试，用核证法探讨了“是否在原文出现过(是否为原文的句子)”和“是否符合原文”为指导语的精加工推理的差异；实验二以小学五年级、初中二年级、高中二年级和大学生各40名为被试探讨了不同年龄读者语篇阅读中的精加工推理发展的年龄特征。
本研究得到了以下结论：
(1)使用累积窗口技术及句子核证法进行精加工推理研究时，指导语使用“是否符合原文”比较合适；
(2)对于篇幅较长的说明文来说，不同年级的读者都会在语篇阅读过程中构建精加工推理中的内涵推理：不同年级的内涵推理成绩上没有显著差异；而对内涵推理命题的核证时间的差异反应了随年龄的增大精加工推理构建水平有提高趋势；
(3)不同年级的读者在语篇阅读中都很少构建精加工推理中的外延推理，但对外延推理命题的核证时间随年龄的增大而减少。
Elaborative inferences, which could add to the richness of a reader' s understanding of the passage, have received considerable attention in text comprehension research. And they include broad inference and stricted inference. The current researches on elaborative inferences mainly involve the experimental materials and methodological differences between studies, while age and instruction effects have seldom been investigated.
The two experiments were performed to investigate age and instruction effects on elaborative inferences. Experiment 1 used 2 X3 design to explore instruction effect; Experiment 2, which was laid great stress on, took 4X3 design to investigate the age effect of elaborative inference generation. The results are demonstrated as following:
(1)The instruction that contains the sentence "Do the sentences accord with the previous passage?" is more suitable for studies of elaborative inferences;
(2)When long exposition texts are employed as experiment materials, readers who are above 10 years old can generate broad inference online; however, there are significant differences between age groups on the response time they spend in verifying target sentences;
(3)Though stricted inference is hardly generated online, the older the readers are, the less response time they spend in generating this type of elaborative inferences.
本研究应用计算机累积窗口技术，通过两个实验探讨语篇阅读中的精加工推理。实验一以80名大学生为被试，用核证法探讨了“是否在原文出现过(是否为原文的句子)”和“是否符合原文”为指导语的精加工推理的差异；实验二以小学五年级、初中二年级、高中二年级和大学生各40名为被试探讨了不同年龄读者语篇阅读中的精加工推理发展的年龄特征。
本研究得到了以下结论：
(1)使用累积窗口技术及句子核证法进行精加工推理研究时，指导语使用“是否符合原文”比较合适；
(2)对于篇幅较长的说明文来说，不同年级的读者都会在语篇阅读过程中构建精加工推理中的内涵推理：不同年级的内涵推理成绩上没有显著差异；而对内涵推理命题的核证时间的差异反应了随年龄的增大精加工推理构建水平有提高趋势；
(3)不同年级的读者在语篇阅读中都很少构建精加工推理中的外延推理，但对外延推理命题的核证时间随年龄的增大而减少。
Elaborative inferences, which could add to the richness of a reader' s understanding of the passage, have received considerable attention in text comprehension research. And they include broad inference and stricted inference. The current researches on elaborative inferences mainly involve the experimental materials and methodological differences between studies, while age and instruction effects have seldom been investigated.
The two experiments were performed to investigate age and instruction effects on elaborative inferences. Experiment 1 used 2 X3 design to explore instruction effect; Experiment 2, which was laid great stress on, took 4X3 design to investigate the age effect of elaborative inference generation. The results are demonstrated as following:
(1)The instruction that contains the sentence "Do the sentences accord with the previous passage?" is more suitable for studies of elaborative inferences;
(2)When long exposition texts are employed as experiment materials, readers who are above 10 years old can generate broad inference online; however, there are significant differences between age groups on the response time they spend in verifying target sentences;
(3)Though stricted inference is hardly generated online, the older the readers are, the less response time they spend in generating this type of elaborative inferences.
引文
[1] 梁宁建．当代认知心理学．上海：上海教育出版社，2003．242
[2] 彭聃龄主编．语言心理学．北京：北京师范大学出版社，1991
[3] 张必隐．阅读心理学．北京：北京师范大学出版社，1992
[4] 鲁忠义．语篇阅读理解的推理机制研究．心理科学，1999，22(3)：271-272
[5] Bransford, J.D.& Johnson, M. K. Contextual prerequisites for understanding: some investigation of comprehension and recall. Journal of Verbal Learning and Verbal Behavior, 1972, (11): 717-726
[6] 阎国利．眼动分析法在心理学研究中的应用．天津：天津教育出版社，1998，128
[7] Valencia-Laber, Debra L.; Light, Leah L. The occurrence of causal bridging and predictive inferences in young and older adults. Discourse Processes,2000,30(1):27-29
[8] Altmann, G. T. M. The language machine: psycholinguistic in review, British Journal of Psychology, 2001,92:129-170
[9] 赵冬梅．文本阅读中回指推理的影响因素研究：[硕士论文]．华南师范大学．2002
[10] Schmalhofer, Franz; McDaniel, Mark A.; Keefe, Dennis. A unified model for predictive and bridging inferences. Discourse Processes. 2002,33(2):105-133
[11] 崔耀．陈永明．阅读理解中的预期推理．心理学报，1996，28(3)：238-244
[12] 郭淑斌．莫雷．关键词对精加工推理的影响作用初探．心理科学，2001，24(4)：409-411
[13] 郭淑斌．莫雷．精加工推理中的文章结构清晰度效应．应用心理学，2002，8(1)：8-13
[14] Johnson-Laird, P. N. Mental models: towards a cognitive science of Language, inference, and consciousness, Cambridge, MA: MIT press, 1983
[15] Duffy, S.A. Role of expectations in sentence integration. Journal of Experiment Psychology: Learning, Memory, and Cognition, 1986(12):209-219
[16] Alba, J. W. & Hasher, L. Is memory schematic? Psychological Bulletin, 1983,93:203-231
[17] Potts, G. R., Keenan, J. M., & Golding, J. M. Assessing the occurrence of elaborative inferences: Lexical decision versus naming. Journal of Memory and Language, 1988(27):399-415
[18] Kintsch,W. Text comprehension,memory,and learning American Psychologyist, 1993,49:294-303
[19] Dully, S.A. Role of expectations in sentence integration. Journal of Experiment Psychology: learning, Memory, and Congnition, 1986, (12): 209-219
[20] Husebye-Hartmann, E. Causal elaborative inferences in text comprehension: implications for psychology and education. Unpublished doctoral dissertation, University of Minnesota. 1992
[21] Cook, A. E. & O'brien, E. J. Situation-based context and the availability of predictive inferences. Journal of Memory and Language, 2001(44):220-234
[22] Thurlow, & Richard; van den Brock, & Paul. Automaticity and inference generation during reading comprehension. Reading & Writing Quarterly, 1997, 13(2): 165-182
[23] Klin, Celia M.; Levine, William H.; Guzman, Alexandria E. Forward inferences: from activation to long-term memory. Discourse Processes, 1999,27(3):241-261
[24] Calvo, M. G., & Castillo, M. D. Predictive inferences take time to develop. Psychological Research, 1998,61:249-260
[25] Keefe, D. E., & McDaniel, M. A. The time course and durability of predictive inferences. Journal of Memory and Language, 1993, (32): 446-463
[26] Lisa M. Zipin, Connie A. Tompkins and Sandra C. Kasper. Effects of foregrounding on predictive inference generation by normally ageing adults. Aphasiology, 2000,14(2):115-131
[27] 吴建民．阅读研究方法简介．心理学动态，2000，8(1)：18-23
[28] 王穗萍，莫雷．当前篇章阅读研究的进展．心理学探新，2001，21：20-25
[29] St. George, Marie. Mannes, Suzanne. et al. Individual differences in inference generation: An ERP analysis. Journal of Cognitive Neuroscience, 1997, 9 (6): 776-788
[30] Lehman-Blake, Margaret T. Predictive inferences in adults with right hemisphere brain damage. Journal of Speech, Language & Hearing Research, 2001,44(3):639-655
[31] Whitney, P., Ritchie, B. G..; Crane, R. S. The effect of foregrounding on reader's use of predictive inferences: Special Issue: Memory and cognition applied. Memory and Cognition, 1992,20(4): 424-432
[32] Inman, & Tammy M. Children's inferences of causal events during story understanding. Journal of Genetic Psychology, 1995,156(3): 265-278
[33] Zwaan, R. A. Effect of genre expectation on text comprehension. Journal of Experimental Psychology, 1981(73):851-865
[34] Horiba, Yukie. Reader control in reading: effects of language competence, text type, and task. Discourse Processes, 2000,29(3):223-268
[35] Graesser, A. C., Singer, M., & Trabasso, T. Constructing inferences during narrative text comprehension. Psychological Review, 1994, (101):371-395
[36] Paris, S. G., & Lindauer, B. K. The role of inference in children's comprehension and memory for sentences. Cognitive Psychology, 1976,8:217-227
[37] Paris, S. G., & Upton, L. R. Children's memory for inferential relationships in prose. Child Development, 1976 47:660-668
[38] Schmidt, C. R., & Paris, S. G. Children's use of successive clues to generate and monitor inferences. Child Development, 1983, 54: 742-759
[39] Valencia-Laver, Debra L.; Light, Leah L. The occurrence of causal bridging and predictive inferences in young and older adults. Discourse Processes, 2000, 30(1):27-56
[40] 崔耀．陈永明．语义联系类型和强度对预期推理生成的制约作用．心理学报，1998，30(1)：14-19
[41] 郭淑斌．文本阅读中因果性预期推理构建过程的实验研究：[博士学位论文]．华南师范大学．2002
[42] 鲁忠义．彭建国．李强．中文故事阅读中预期与前后向推理的关系．心理学报，2003，35(2)：183-189
[43] 朱茵．中国初中生说明文精品廊．中国少年儿童出版社，1999
[44] 桂诗春编著．新编心理语言学．上海：上海外语教育出版社，2000
[45] Graesser, A.C.,Millis, K.K.,Zwaan, R.A. Discourse comprehension. Annual Review of Psychology,1998.48:163-189
[46] 耿海燕，张述祖．汉语语句句式表征及命题表征能力的年龄比较．心理学报，1996，28(3)：252-259
[47] 王亚同．推理表征影响整体推理的实验研究．心理科学，1998，21：47-51
[48] Calvo, Manuel G.; Castillo, M. Dolores. Bias in predictive inferences during reading. Discourse Processes, 2001,32:43-72
[2] 彭聃龄主编．语言心理学．北京：北京师范大学出版社，1991
[3] 张必隐．阅读心理学．北京：北京师范大学出版社，1992
[4] 鲁忠义．语篇阅读理解的推理机制研究．心理科学，1999，22(3)：271-272
[5] Bransford, J.D.& Johnson, M. K. Contextual prerequisites for understanding: some investigation of comprehension and recall. Journal of Verbal Learning and Verbal Behavior, 1972, (11): 717-726
[6] 阎国利．眼动分析法在心理学研究中的应用．天津：天津教育出版社，1998，128
[7] Valencia-Laber, Debra L.; Light, Leah L. The occurrence of causal bridging and predictive inferences in young and older adults. Discourse Processes,2000,30(1):27-29
[8] Altmann, G. T. M. The language machine: psycholinguistic in review, British Journal of Psychology, 2001,92:129-170
[9] 赵冬梅．文本阅读中回指推理的影响因素研究：[硕士论文]．华南师范大学．2002
[10] Schmalhofer, Franz; McDaniel, Mark A.; Keefe, Dennis. A unified model for predictive and bridging inferences. Discourse Processes. 2002,33(2):105-133
[11] 崔耀．陈永明．阅读理解中的预期推理．心理学报，1996，28(3)：238-244
[12] 郭淑斌．莫雷．关键词对精加工推理的影响作用初探．心理科学，2001，24(4)：409-411
[13] 郭淑斌．莫雷．精加工推理中的文章结构清晰度效应．应用心理学，2002，8(1)：8-13
[14] Johnson-Laird, P. N. Mental models: towards a cognitive science of Language, inference, and consciousness, Cambridge, MA: MIT press, 1983
[15] Duffy, S.A. Role of expectations in sentence integration. Journal of Experiment Psychology: Learning, Memory, and Cognition, 1986(12):209-219
[16] Alba, J. W. & Hasher, L. Is memory schematic? Psychological Bulletin, 1983,93:203-231
[17] Potts, G. R., Keenan, J. M., & Golding, J. M. Assessing the occurrence of elaborative inferences: Lexical decision versus naming. Journal of Memory and Language, 1988(27):399-415
[18] Kintsch,W. Text comprehension,memory,and learning American Psychologyist, 1993,49:294-303
[19] Dully, S.A. Role of expectations in sentence integration. Journal of Experiment Psychology: learning, Memory, and Congnition, 1986, (12): 209-219
[20] Husebye-Hartmann, E. Causal elaborative inferences in text comprehension: implications for psychology and education. Unpublished doctoral dissertation, University of Minnesota. 1992
[21] Cook, A. E. & O'brien, E. J. Situation-based context and the availability of predictive inferences. Journal of Memory and Language, 2001(44):220-234
[22] Thurlow, & Richard; van den Brock, & Paul. Automaticity and inference generation during reading comprehension. Reading & Writing Quarterly, 1997, 13(2): 165-182
[23] Klin, Celia M.; Levine, William H.; Guzman, Alexandria E. Forward inferences: from activation to long-term memory. Discourse Processes, 1999,27(3):241-261
[24] Calvo, M. G., & Castillo, M. D. Predictive inferences take time to develop. Psychological Research, 1998,61:249-260
[25] Keefe, D. E., & McDaniel, M. A. The time course and durability of predictive inferences. Journal of Memory and Language, 1993, (32): 446-463
[26] Lisa M. Zipin, Connie A. Tompkins and Sandra C. Kasper. Effects of foregrounding on predictive inference generation by normally ageing adults. Aphasiology, 2000,14(2):115-131
[27] 吴建民．阅读研究方法简介．心理学动态，2000，8(1)：18-23
[28] 王穗萍，莫雷．当前篇章阅读研究的进展．心理学探新，2001，21：20-25
[29] St. George, Marie. Mannes, Suzanne. et al. Individual differences in inference generation: An ERP analysis. Journal of Cognitive Neuroscience, 1997, 9 (6): 776-788
[30] Lehman-Blake, Margaret T. Predictive inferences in adults with right hemisphere brain damage. Journal of Speech, Language & Hearing Research, 2001,44(3):639-655
[31] Whitney, P., Ritchie, B. G..; Crane, R. S. The effect of foregrounding on reader's use of predictive inferences: Special Issue: Memory and cognition applied. Memory and Cognition, 1992,20(4): 424-432
[32] Inman, & Tammy M. Children's inferences of causal events during story understanding. Journal of Genetic Psychology, 1995,156(3): 265-278
[33] Zwaan, R. A. Effect of genre expectation on text comprehension. Journal of Experimental Psychology, 1981(73):851-865
[34] Horiba, Yukie. Reader control in reading: effects of language competence, text type, and task. Discourse Processes, 2000,29(3):223-268
[35] Graesser, A. C., Singer, M., & Trabasso, T. Constructing inferences during narrative text comprehension. Psychological Review, 1994, (101):371-395
[36] Paris, S. G., & Lindauer, B. K. The role of inference in children's comprehension and memory for sentences. Cognitive Psychology, 1976,8:217-227
[37] Paris, S. G., & Upton, L. R. Children's memory for inferential relationships in prose. Child Development, 1976 47:660-668
[38] Schmidt, C. R., & Paris, S. G. Children's use of successive clues to generate and monitor inferences. Child Development, 1983, 54: 742-759
[39] Valencia-Laver, Debra L.; Light, Leah L. The occurrence of causal bridging and predictive inferences in young and older adults. Discourse Processes, 2000, 30(1):27-56
[40] 崔耀．陈永明．语义联系类型和强度对预期推理生成的制约作用．心理学报，1998，30(1)：14-19
[41] 郭淑斌．文本阅读中因果性预期推理构建过程的实验研究：[博士学位论文]．华南师范大学．2002
[42] 鲁忠义．彭建国．李强．中文故事阅读中预期与前后向推理的关系．心理学报，2003，35(2)：183-189
[43] 朱茵．中国初中生说明文精品廊．中国少年儿童出版社，1999
[44] 桂诗春编著．新编心理语言学．上海：上海外语教育出版社，2000
[45] Graesser, A.C.,Millis, K.K.,Zwaan, R.A. Discourse comprehension. Annual Review of Psychology,1998.48:163-189
[46] 耿海燕，张述祖．汉语语句句式表征及命题表征能力的年龄比较．心理学报，1996，28(3)：252-259
[47] 王亚同．推理表征影响整体推理的实验研究．心理科学，1998，21：47-51
[48] Calvo, Manuel G.; Castillo, M. Dolores. Bias in predictive inferences during reading. Discourse Processes, 2001,32:43-72